FACULTY OF EDUCATION AND ARTS School of Education, QLD ...€¦ · FACULTY OF EDUCATION AND ARTS...

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FACULTY OF EDUCATION AND ARTS School of Education, QLD

2016

PROFESSIONAL EXPERIENCE PROGRAM (PEP)

EDFX212/315 PEP UNIT BOOKLET

This booklet should be read in conjunction with the 2016 PROFESSIONAL EXPERIENCE PROGRAM (PEP) GENERAL INFORMATION HANDBOOK

PEP Co-ordinator

Ms Carmel Turner Phone: 07 3623 7264 Email: [email protected] PEP Administrative Officer Ms Angelika Vox Phone: 07 3623 7151 Fax: 07 3623 7247

Email: [email protected]

mailto:[email protected]

mailto:[email protected]

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Bachelor of Education (Primary)

Year Level Semester 1 Semester 2

Second Year

TLC EDFX212 Professional Experience 2A

(Whole School) Tuesdays & Wednesdays for 5 weeks

1. 22 & 23 March 2. 12 & 13 April 3. 19 & 20 April 4. 26 & 27 April 5. 3 & 4 May

EDFX213 Professional Experience 2B

5 Individual days: Wednesdays (Weeks 4 – 9) Block: 10 October – 28 October (3 weeks)

Bachelor of Education (Early Childhood & Primary)

Year Level Semester 1 Semester 2

Third Year

TLC EDFX315 Professional Experience Early Childhood 3A (Whole School) Tuesdays & Wednesdays for 5 weeks

1. 22 & 23 March 2. 12 & 13 April 3. 19 & 20 April 4. 26 & 27 April 5. 3 & 4 May

EDFX316 Professional Experience Early Childhood 3B (Years 3-6 Only)

5 Individual days: Wednesdays (Weeks 4 – 9) Block: 10 October – 28 October (3 weeks)

Students enrolled in EDFX212 are undertaking a BEd (Primary) course and TLC is their first real practicum. By contrast, students enrolled in EDFX315 are undertaking a BEd (Early Childhood and Primary) course and for them, it is their third experience of PEP, following two experiences in Early Childhood settings in Years 1 and 2 of their course.

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EDFX212 PROFESSIONAL EXPERIENCE 2A (PRIMARY)/ EDFX315 PROFESSIONAL EXPERIENCE 3A (EARLY CHILDHOOD & PRIMARY)

Unit description

The purpose of the Teaching and Learning Consortium (TLC) is to provide a collaborative context in which ACU pre-service teachers, school coordinators, associate teachers, ACU academic staff and participating schools can form an authentic learning community that will enhance professional opportunities for all. The use of a school-based context, integrated with on-campus scholarship, allows pre-service teachers multiple opportunities to establish and reflect on the links between knowledge and practice, whilst school staff have the chance to model and provide professional support for future teachers. The major aim of TLC is for pre-service teachers to have an overview of a whole school environment prior to their first formal practicum

experience in a primary school setting. During the TLC period, pre-service teachers are not assigned to one classroom but spend time in a range of year levels assisting and observing.

Overview

Pre-service teachers attend TLC schools in small groups for two full days a week, for five weeks (10 formal days). Tuesdays and Wednesdays have been timetabled as school days for 2015;

Pre-service teachers meet with the TLC School Coordinator to discuss:

o focus areas for the two days each week (TLC School Coordinator outlines expectations and responsibilities of pre-service teachers as they participate in focus areas);

o establish time and room for one-hour block for reflections (Pre-service teachers use this 1 hour each week to discuss and reflect on observations and interactions carried out in focus areas);

Pre-service teachers interact with the whole school community as they participate in focus areas, undertake observations and collect artefacts;

Pre-service teachers meet with ACU TLC Visitor to discuss participation and learning in the focus areas (time and day to be arranged via email, using TLC LEO site);

Pre-service teachers write up their observations/experiences in the focus areas at the end of each TLC day and later integrate these into three formal Reflections, using the Reflections Guide on LEO &

Academic Skills Adviser’s input/advice re: reflective writing;

TLC School Coordinators will be paid for their role in the TLC program

TLC schools agree to accommodate the same pre-service teachers for their second primary-based formal Professional Experience in Semester 2.

Focus Areas (for Observation/Participation/Interaction)

To guide and support TLC School Coordinators and pre-service teachers, a list of suggested activities for observation, active participation and interaction within the school context has been developed around focus areas. Staff within TLC schools are encouraged to select activities from the list below and may also share with the pre-service teachers additional areas/events that may be of local relevance.

School structure and staff roles (Principal, APA; APRE; Curriculum leaders, Learning Support staff, Administration staff )

Parents (policy; roles; involvement; communication with parents; reporting guidelines)

School rules, class rules, behaviour management strategies (any whole-school program)

What teachers do (routines e.g. roll call; tuckshop; assembly; liturgy; timetable; playground duty)

How teachers plan (whole-school and year-level planning arrangements, proformas, daily plans)

ICT in the school

Implementation of Queensland school curriculum: o R.E , Christian Studies, Liturgy o Year 2 Diagnostic Net processes and Queensland Common Assessment Task (QCAT)

Implementation of Australian Curriculum o Australian Curriculum_ English, History, Maths, Science, Geography, HPE, Languages,The Arts o Specialisations at the school (HPE; LOTE [Languages]; Music; Art, etc.)

Implementation of National Assessment Program - Literacy and Numeracy (NAPLAN) Year 3 and 5

Support procedures and strategies within the school e.g. Support a reader; Support a writer programs.

Workplace health and safety; Child protection; Evacuation procedures

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Playground duty; dealing with injuries, emergencies

The school library; teaching and learning resources

Big events in the school calendar, (sports carnival, fetes, musicals, reporting nights) NB TLC school coordinators are invited to add to the focus areas listed. This list is simply a guide.

ASSESSMENT: Learning Journal, including Portfolio of School Artefacts

Pre-service teachers undertaking TLC are required to: i. record their observations in their PEP folders for viewing/submission (and oral sharing) at

the TLC Debriefing sessions on campus – and when the University Visitor comes to the TLC school. These notes should be completed during or as soon as possible after each Focus Area is explored/experienced.

ii. compose three formal written reflections on the TLC school experience, using campus input on reflective writing plus the Professional Experience Evidence Guide Book containing the Australian Professional Standards for Teachers (APSTs 1-7, Graduate Level) as a guide.

Each Reflection should make mention of at least one of the Professional Standards. See TLC Reflections Guide on LEO and electronic submission boxes with due date.

iii. collect artefacts to place in a section of the TLC Learning Journal called Portfolio of School Artefacts to enhance the pre-service teacher’s learning. Some examples of artefacts include:

i. School Calendar ii. School Prospectus iii. Newsletters & letters to parents iv. School Map v. Diagrams of physical layout of classrooms vi. Timetables vii. Units of work viii. Assessment instruments, criteria sheets ix. Reports x. Staff Planning Day programs xi. Information brochures on special programs running at the school

(iv) Submit the TLC Official Paperwork – via LEO in the designated drop box.

It is the responsibility of the Pre-Service Teacher to submit all paperwork within 10 business days of completing

their practicum placement. If this deadline is not met a FAIL GRADE will be awarded for the unit and the student will

need to repeat the placement in subsequent semesters.

Links To On Campus Units:

EDFX212 Professional Experience 2A (TLC) is linked to the following on campus units:

EDFD218 Teaching and Learning: Preparing for the Contexts of the Field.

EDLA204 Literacy Education 1

EDMA202 Mathematics: Learning and Teaching 1

EDFX315 Professional Experience Early Childhood 3A (TLC) is linked to the following on campus units:

EDFD268 Education Studies 3: Teaching and Learning: Preparing for the Contexts of the Field.

EDLA264 Literacy Education 1

EDMA262 Mathematics: Learning and Teaching 1 EDFD218/268 Teaching & Learning: Preparing for the Contexts of the Field

Pre-service teachers will have opportunities to share items from their TLC Learning Journal and Portfolio of School Artefacts during classes in Weeks 9-12 and in the Final Debrief session in the Week 12 Lecture.

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The Journal/Portfolio should be brought to campus on the specified dates to be used in reflecting on practice. Details are provided in the Weekly Schedule for EDFD218/268 (See Unit Outline.) In addition, there are some literacy and numeracy tasks to complete for assignments in the following units EDLA204/264 Literacy Education 1 and EDMA202/262 Mathematics: Learning and Teaching 1 EDLA204/264 Literacy Education 1: Investigating Literacy Education in the Early Years of Schooling

Overview of Literacy Tasks:

observing literacy teaching in the early years (P - Yr. 3);

sharing a picture book with a small group of children in early years of school;

showing the lesson plan and activity to the class teacher and having it signed before implementing the session.

being shown how early years’ teachers plan for literacy in terms of resources, literacy strategies, daily, weekly, term and year plans.

Details for Literacy Tasks Pre-service teachers will work in early year classes to conduct two activities relating to Literacy Education.

One activity involves reading a picture storybook to a small group of young children and completing a follow-up hands-on literacy-related activity aligned with the book. Pre-service teachers will select a quality picture book suitable for young children and prepare a lesson and activity while at university. This lesson and activity will be shared with the class teacher and used with a small group in an early years’ class (Prep – Year 3). The choice of class for the story sharing will depend on the complexity of the text and the planned activity. The class level chosen for this task will be discussed with the TLC school co-ordinator once the pre-service teacher is in the school.

The other activity relates to observing an early years teacher as she/he is conducting literacy education sessions in class. Following the observation, the pre-service teacher will speak with the class teacher about:

resources utilised for literacy education, planning and teaching;

ways of planning;

writing unit plans and daily programs;

teaching strategies for literacy;

assessing student progress and record keeping, and

routines and ways of organising Literacy Education sessions. The observations and discussion with the class teacher will enable the pre-service teacher to reflect upon their learning about Literacy Education at university while considering their experiences in the school setting. EDMA202/262 Mathematics: Learning and Teaching 1

Mathematics tasks: Pre-service teachers should observe mathematics teaching and learning generally, and work with the teachers and school coordinator to select an appropriate child to undertake the case study assessment task. The case study forms 50% of the assessment for EDMA202/262. Pre-service teachers will be able to supply the full details of the assessment task requirements to their mentor teachers and/or the school coordinator. Basically the task requires the pre-service teachers to select and work with an individual student aged between 5 and 11 years in order to gain insight into the student’s particular understanding of a specific mathematics concept related to whole number. The pre-service teacher will need to provide a rationale for the selection of the student, develop an appropriate one-to-one assessment task, collect data from the one-to-one interview of the child, analyse the data, develop a lesson/activity to assist the student’s understanding of the concept, teach the lesson to the child, and reflect on the success of the lesson.

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This approach should be developed in collaboration with the associate teacher and/or school coordinator and would ideally link to important theories in children’s development in mathematical knowledge and processes that will be discussed in lectures. The grid below shows how tasks for each unit associated with TLC might be completed. Pre-service teachers should ideally work in pairs. Three would be the maximum in any classroom at the same time. There is a range of other tasks for pre-service teachers to complete (See Focus Areas listed previously).

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Week Beginning

21 March Pair 1 Observe literacy teaching and discuss literacy planning

Pair 2 Observe literacy teaching and discuss literacy planning

Pair 3 Observe mathematics teaching and discuss mathematics planning


11 April Pair 4 Observe literacy teaching and discuss literacy planning

Pair 1 Read picture book


Pair 3 Mathematics interview and discuss mathematics planning

18 April Pair 3 Observe literacy teaching and discuss literacy planning




25 April Pair 2 Read picture book




2 May All Pairs: Introduction to PEP class for semester 2. Chance to catch up on other information gathering tasks such as school behaviour management plan, protocols for working with parents etc.(ie any remaining Focus Areas not yet explored/experienced)

School Year levels

Prep or Year 1 Years 2 or 3 Years 4 or 5 Year 6

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REPORT FORMS

There is a single report form for use at both the midway point (at which time the word "Interim" should be circled) and at the end of the practicum (when the word "Final" should be circled). This double-use Report Form is available online from the ACU Faculty of Education (Qld) website at: www.acu.edu.au/PEPQLD. A

sample of this form is also available on the following page. The report form can be completed online then printed for stamping and signing. Alternatively, the blank form can be saved to your local PC, then completed and printed for stamping and signing. At the midway point, that is, after 5 days, the Report should be completed and signed by the School Coordinator. It should then be discussed with the Pre-Service Teacher and signed by her/him. Finally it needs to be signed by the Principal and stamped with the school's official stamp. The original should be retained by the Pre-service Teacher till it is time to submit it to the University. Copies may be made by the school and the Pre-Service Teacher, if they wish. At the conclusion of the placement, the same process should be followed. Again, it is the Pre-Service Teacher who takes responsibility for bringing the completed, signed, stamped Report back to the University.

It is the responsibility of the Pre-Service Teacher to submit all paperwork within 10 business days of completing

their practicum placement. If this deadline is not met a FAIL GRADE will be awarded for the unit and the student will

need to repeat the placement in subsequent semesters.

http://www.acu.edu.au/PEPQLD

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This form can be completed online at www.acu.edu.au/PEPQLD

http://www.acu.edu.au/PEPQLD

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REGISTER OF ATTENDANCE Student Name: ______________________________________ PEP Unit: EDFX212 / EDFX315 (Please circle one)

School Name: _______________________________________

Weekly Visits

Day/s of visit Whole day Whole day Whole day Whole day Whole day

Tuesday

Wednesday

Please indicate dates attended.

Signed: ______________________________ Pre-service teacher _______________________________ TLC School Coordinator _______________________________ Principal Please attach (staple) a doctor’s certificate to this page for any full day’s absence.

Please place School Stamp here:

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FIELD EXPERIENCE EMERGENCY CONTACT FORM

Pre-Service Teacher’s Name: ...................................................................................................

Pre-Service Teachers are requested to complete this form, place it in a sealed envelope marked with (Insert Name), ACU Pre-Service Teacher, Emergency Contact Details, ‘Confidential’ then, on the first day of the professional experience, leave it with the School/Centre administration for the duration of the practicum. Pre-Service Teachers can collect the form on the last day of the practicum. In case of an emergency, the School will contact the designated person(s).

Contact Person(s):

Name: Relationship: E.g. Mother

Phone Number(s):

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In case of an emergency, I, ……………………………………..........give the School where I am placed for professional experience, permission to seek medical assistance or call an ambulance if deemed necessary. Pre-Service Teacher’s Signature: …………………………........ Date: ………………............ Medicare Number: ………………………………………………………...……................................

Ambulance Subscription: …………………………………………………….………...…................ Name of Doctor: ………………………………………………….…………….................................. Doctor Phone No: …………………………………………….…………………................................

Please list any allergies or important medical information (e.g. asthma, diabetes) ……………………………………………………………………………………..……………................ ………………………………………………………………………………………………….................. ………..………………………………………………………………………………………….………….. ……………………………………………………………………………………………………………..... ……………………………………………………………………………………………………………….

Privacy Statement Australian Catholic University is committed to ensuring the privacy of all information it collects. Personal information supplied in this application form will only be used for administrative and educational purposes of the institution. Personal information collected by the University will only be disclosed to third parties with the written consent of the person concerned, unless otherwise prescribed by law. For further information, please see

the University’s Statement on Privacy, which is available at http://www.acu.edu.au/177889

http://www.acu.edu.au/177889

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‘‘AT RISK’ FORM” Pre-service Teacher: _____________________ Unit Code: EDFX ____________________

Semester: _____________________________ Date: ______________________________

School: ______________________________________________________________________

Associate Teacher/Coordinator: __________________________________________________

Pre-service teacher progress: At Risk

(Please provide details below and notify the ACU PEP Administrative Officer immediately)

Concerns: ___________________________________________________________________________

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Strategies for Improvement: ____________________________________________________________

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ACU Visitor:__________________________________________________ Date:_____________

TLC School Coordinator: _______________________________________ Date: ____________

Pre-service teacher: ___________________________________________ Date: ____________

Please return a copy of this report to the ACU PEP Administrative Officer Australian Catholic University Limited

1100 Nudgee Road, Banyo Qld 4014 PO Box 456, Virginia Qld 4014

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DUSTRY PLACEMNT INSURANCE 1 November 2014

To Whom It May Concern:

‘Employers who provide industry experience for students of Australian Catholic University’

The purpose of this letter is to advise organisations who provide unpaid industry experience to students of Australian Catholic University in relation to course requirements, that the following insurance covers have been arranged by the University:

1. General & Product Liability

Policy Number: ACU GPL 15 Period of Cover 01/11/2014 to 31/10/2015

2. Professional Liability Policy Number: ACU PL 15 Period of Cover 01/11/2014 to 31/10/2015

3. Students Work Experience Personal Accident Policy Number: 02.PAE. 110727 Period of Cover 01/11/2014 to 31/10/2015

I can be contacted on (02) 9739 2945, if you require further information

Rajan Wijey Financial Accountant

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