professional experience 1 & 2 handbook 2017 k … · · 2017-08-114.2.1 school visit 1: the...

Bachelor of Arts Bachelor of Education C10350 Bachelor of Education Bachelor of Arts International Studies C10349

This Handbook is to be read in conjunction with PROFESSIONAL EXPERIENCE STANDARDS BOOKLET which is at httpwwwutseduaucurrent-studentseducationprofessional-experience-

programsteacher-education

PROFESSIONAL EXPERIENCE 1 amp 2

HANDBOOK 2017 K-6 7-12 K-12

PE1 028230 Preparation for Teaching PE2 028231 Introduction to Classroom Management

Name of Teacher Education Student helliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphelliphellip University of Technology Sydney School of Education Faculty of Arts amp Social Sciences PO Box 123 Broadway NSW 2007 Tel 9514 54095289 Visit Professional Experience Website at httpwwwutseduaucurrent-

studentseducationprofessional-experience-programsteacher-education

Do

Review Review

Improve

Plan

University of Technology Sydney Professional Experience 1 amp 2 Handbook School of Education 2017 Faculty of Arts amp Social Sciences

IMPORTANT GO ONLINE TO READ THE FOLLOWING

httpwwwutseduaucurrent-studentseducationprofessional-experience-

programsteacher-education PROFESSIONAL CODE OF ETHICS

Assignments and General Contact with Schools

Aspects of Professional Conduct and Responsibility in Schools FREQUENTLY ASKED QUESTIONS INTERIM REPORT

The Interim Report pro-forma is on Page 21 on this Handbook and also available online ndash please see the web address at the top of this page

--oooOooo--

INFORMATION FOR THE SUPERVISING TEACHER You should have received from your Teacher Education Student

Professional Experience 1 amp 2 Handbook

Professional Experience 1 amp 2 Evaluation Reports

Teacher Education student Emergency Contact Details Sheet

Claim Form for Supervising Teacher

Tax File Number Declaration

--oooOooo--



Professional Experience 1 - Preparation for Teaching Professional Experience 2 - Introduction to Classroom Management

TABLE OF CONTENTS KEY REQUIREMENTS FOR ALL TEACHER EDUCATION STUDENTS IN

PROFESSIONAL EXPERIENCE PLACEMENTS 1

2 KEY STAFF CONTACT DETAILS 2

3 INTRODUCTION 3 31 For Professional Experience 1 Teacher Education Students 3

311 Aim of Subject 3 312 Link with Previous Professional Experience 3

32 For Professional Experience 2 Teacher Education Students 4


4 TEACHER EDUCATION STUDENT REQUIREMENTS 5

For Professional Experience 1

41 School Visits 5 42 Tasks for School Visits 5 421 School Visit 1 The School Environment 5 422 School Visit 2 Students as Learners 6 423 School Visit 3 Roles of the Teacher 6 424 School Visit 4 The School Curriculum ndash Introduction to the KLAs 7 425 School Visit 5 Cultural Diversity 7 426 School Visit 6 Special Needs 8 427 School Visit 7 Reading to Students 8 428 School Visit 8 Information and Community Technology (ICT) 9


43 Teaching Commitment 10

5 OUTCOMES IN CLASSROOM TEACHING (FOR PE2 ONLY) 11

51 Appraisal 11

6 HEALTH SAFETY AND BEHAVIOUR 12

7 ROLES AND RESPONSIBILITIES FOR PE1 TEACHER EDUCATION STUDENTS 13

71 Supervising Teacher 13 72 Teacher Education Student 14


81 Supervising Teacher 15 82 Teacher Education Student 16 83 Tertiary Supervisor 16

9 PROCEDURES FOR CONCLUDING THE PROFESSIONAL EXPERIENCE 17


10 ADDITIONAL SUBJECT amp COURSE REQUIREMENTS 18

101 UTS Rule 106 ndash Repeated Failure in a Subject 18 102 Withdrawing from a Course of a Professional Experience Subject 18 103 Mandatory Checks 1031 Anaphylaxis Training 19 1032 Child Protection Training 19 1033 Working with Children Check 19 1034 Inherent Requirements 20

9 INTERIM REPORT 21

PROFESSIONAL EXPERIENCE CALENDARS and RECORD OF ATTENDANCES FOR PE1 amp PE2

Back Covers

University of Technology Sydney Professional Experience 1 amp 2 Handbook School of Education 2017 Faculty of Arts amp Social Sciences 1

1 KEY REQUIREMENTS FOR ALL TEACHER EDUCATION STUDENTS IN PROFESSIONAL EXPERIENCE PLACEMENTS

In all professional experiences all Teacher Education Students are required to meet the following professional expectations

Attendance All Teacher Education Students are required to attend the school in the pattern stipulated for the

Professional Experience

Attendance at the school will be from 30 minutes prior to the first teaching session of the school day and may involve remaining at the School until 30 minutes after the conclusion of the final teaching session of each day

All absences must be explained to the Supervising Teacher and the school must be notified in advance wherever possible All absences must be made up through additional days negotiated with the Supervising Teacher In the event of longer absences alternative attendance arrangements must be made in consultation with the Tertiary Supervisor andor the UTS School of Education Director of Professional Experience

Preparation (for PE 2 Teacher Education Students only) Quality teaching and quality learning rest on careful planning and documentation

All teaching plans must be retained in a cumulative folder and be accessible to Supervising Teachers and Tertiary Supervisors on a daily basis

Each teaching episode must be evaluated with written comments addressing perceived lesson outcomes contributing factors and recommendations for future planning

Attitude All Teacher Education Students are expected to demonstrate a professional attitude throughout their time in schools by

arriving punctually for meetings classes and duties

implementing advice from previous discussions in subsequent teachinglearning episodes

reflecting self-critically on teaching performance

observing and reflecting on teaching by the Supervising Teacher and (where possible) other teaching staff

presenting in clean neat modest attire consistent with standards evident in the school

interacting with students teachers school personnel Tertiary Supervisors and parents in a courteous manner

For PE2 Teacher Education Students only

ensuring plans for teaching are completed by the morning of the day for which they are scheduled

organising teachinglearning resources in advance of scheduled teaching times and

using non-teaching time as opportunities for observing reflecting planning compiling documenting andor organising

Underpinning all the specified requirements above is the notion that

Professional Attitude Professional Presentation Professional Growth


2 KEY STAFF CONTACT DETAILS

TERTIARY CO-ORDINATOR SCHOOL PARTNERSHIPS amp PROFESSIONAL EXPERIENCE The Academic Co-ordinator for UTS Education professional experience programs is the primary liaison between the Supervising Teachers and Tertiary Supervisors and will be responsible for

monitoring the quality of teacher education professional experience

supporting Supervising Teachers and university liaison

general co-ordination of the professional experience program

fostering collaborations with schools supportive of professional experience and

Tertiary Supervisors

The Academic Co-ordinator will also provide academic advice to Teacher Education Students with regard to their professional experience program

Warren Poole Room CB1004243 (02) 9514 5269 Email WarrenPooleutseduau

DIRECTOR OF PROFESSIONAL EXPERIENCE

The Director of Professional Experience is responsible for all matters unable to be resolved by the Tertiary

Co-ordinator in the following areas






Mark Sinclair Room CB1004208 (02) 9514 5237 Email MarkSinclairutseduau

PROFESSIONAL EXPERIENCE 1 SUBJECT CO-ORDINATOR Academic Co-ordinator of this subject responsible for teaching and assessment

Damian Maher Room CB104306 (02) 9514 5612 Email DamianMaherutseduau

PROFESSIONAL EXPERIENCE 2 SUBJECT CO-ORDINATOR Academic Co-ordinator of this subject Introduction to Classroom Management


PROFESSIONAL EXPERIENCE CO-ORDINATOR The Professional Experience Co-ordinator is responsible for planning and arranging Teacher Education student placements communicating and liaising with schools regarding Professional Experience assists in the preparation of handbooks liaises with Tertiary Supervisors and arranges Teacher Education student

briefing sessions

Sue Rohanna Room CB104313 (02) 9514 5409 Email SusanRohannautseduau

PROFESSIONAL EXPERIENCE OFFICER The Professional Experience Officer liaises and corresponds with schools to arrange placements administers the collection of Professional Experience Reports and the payment of claims and assists the Professional Experience Co-ordinator

Malti Vallabh Room CB104313 (02) 9514 5289 Email MaltiVallabhutseduau


3 INTRODUCTION

31 FOR PROFESSIONAL EXPERIENCE 1 TEACHER EDUCATION STUDENTS

311 Aim of Subject

The purpose of this introductory professional experience is to orient first year Teacher Education students from the University of Technology Sydney (UTS) to current classrooms the many roles played by teachers and the diverse ways students learn Through observations and interaction with teachers and students it is intended that Teacher Education students gain an awareness of some of the many issues and challenges facing the teacher in the classroom For Professional Experience 1 in Autumn Semester Teacher Education students will spend a full day with their assigned class eight times throughout the first semester These 8 compulsory full day visits are on Wednesdays 15 March 22 March 29 March 5 April 17 May 24 May 31 May and 7 June 2017 Visits to schools will be integrated with campus-based work with briefing and debriefing sessions held before and after each visit

Teacher Education students enrolled in the K-6 major will return to the same class for their Professional Experience 2 (block teaching Professional Experience) in Spring Semester 2017

Teacher Education students enrolled in the K-12 major will complete Professional Experience 2 in a Secondary School in Spring 2017

Teacher Education students enrolled in the 7-12 major will complete Professional Experiences 2 in a Secondary School in Spring 2017

As well as Professional Experience 1 most Teacher Education students completing a full program will have been studying the following subjects this semester on campus English Education 1 Creative Arts 1 Visual Art

Beyond Culture Diversity in Context

312 Field-based component Specifically the field-based component of the subject positions Teacher Education students to

consider the school in terms of professional and institutional practice

consider the education disciplines underlying the study of schooling and the manner in which these disciplines frame knowledge about schooling

engage in field-based experiences which will enable them to develop images of contemporary schooling

examine the roles of teachers in schools

develop an awareness of the variety and complexity of issues which impact on schools

develop an appreciation of the relationship between teacher and learner



321 Aim of Subject The campus-based component of Professional Experience 2 engages Teacher Education Students in critical consideration of learning of planning and presentation strategies for learning episodes and of the skills associated with classroom management in the primary school In the field-based component of the subject Teacher Education Students will complete a 15-day block in a K-6 and 7-12 class at the same school as for Professional Experience 1 K-12 students will complete a 15-day block in a Secondary School The 15 day block will start on the Monday 28 August and finish on Friday 15 September This will allow Teacher Education Students to apply and critique selected management principles in the context of an authentic school-based professional experience setting A focus of this professional experience will be the identification application and evaluation of skills which promote learning and learner co-operation As well as Professional Experience 2 ndash Introduction to Classroom Management most Teacher Education Students completing a full program will have been studying the following subjects this semester on campus

Learning and Development across the Lifespan Mathematics Education 1 Science and Technology

Last semester most Teacher Education Students completed English Education 1 Creative Arts 1 Visual Art

Beyond Culture Diversity in Context Professional Experience 1 Preparation for Teaching

322 Link with Previous Professional Experience

K-6 and 7-12 Teacher Education Student undertaking Professional Experience 2 will return to the same setting in which they completed Professional Experience 1 These students will do three days observation following by 12 days that entails some teaching It is anticipated that this will enable them to re-establish rapport with learners quickly and to begin the professional experience with some insights into the characteristics and needs of the class with which they will be working It is important to note that for ALL Professional Experience 2 represents the first teaching-based professional experience and is intended to extend and consolidate the observational focus of Professional Experience 1 In the case of K-12 students doing their placement in a Secondary School we have extended the observationorientation to five days followed by 10 days that includes a teaching component


4 TEACHER EDUCATION STUDENT REQUIREMENTS

FOR PROFESSIONAL EXPERIENCE 1

41 SCHOOL VISITS To ensure full integration of campus and field-based activities tasks will be set prior to each school visit For those students completing PE1 in Autumn the focus of the full day school visits will be Visit 1 ndash 15 March The school environment school structure organisation and the school

community

Visit 2 ndash 22 March Students as learners

Visit 3 ndash 29 March Roles of the teacher

Visit 4 ndash 5 April The school curriculum introduction to the KLAs

Visit 5 ndash 17 May Cultural diversity

Visit 6 ndash 24 May Special needs

Visit 7 ndash 31 May Reading to students

Visit 8 ndash 7 June Information and communication technology

NB Teacher Education student absences and failure to complete tasks must be noted on

the Record of Attendance

42 TASKS FOR SCHOOL VISITS

421 SCHOOL VISIT 1 The School Environment

This task is designed to provide Teacher Education students with an overview of the school in which they have been placed

At the school Sketch a plan of the school - clearly mark all characteristics eg type and number of buildings location

and physical features

Compile a list of staff positions at the school eg Principal teachers support staff computer coordinator ESL teacher etc

Investigate whether there are any extra-curricular activities that take place in the school and find out who is involved

Investigate and compile a list of community members who participate in the life of the school eg School Council

Investigate and describe parent participation in the school

After the visit Note how the school is similar todifferent from the school you attended as a school student

Compile all your information and bring it to your next Professional Experience 1 class


422 SCHOOL VISIT 2 Students as Learners

At the school Describe the learning environment in the classroom Discuss with your Supervising Teacher how they

have organised the classroom Ask them to explain why the class has been set up in this way

Observe a small group of students during one lesson What was the purpose of the lesson How did the teacher organise the learning situation eg was the class organised in groups whole class or individually for the lesson Make notes on how the group is engaged in the lesson and describe any individual differences that you notice in the way the students work

Observe and record what the teacher does to - manage behaviour - assist individual students - assess progress - handle interruptions

Talk to each students in the group about what they did and what they learnt

Talk to your Supervising Teacher about how the lesson went and about the learning that took place

What factors do you think contributed to this learning

After the visit What have you learnt from your observations How could you use this knowledge during the

Professional Experience Reflect on this and be prepared to discuss in class

Record responses by the students and the Supervising Teacher Bring them along to your next Professional Experience 1 class with your observations and reflections

423 SCHOOL VISIT 3 Roles of the Teacher

Before the visit (a) Make a list of the roles you expect a school teacher to take

At the school Observe and record the range of different roles carried out by your Supervising Teacher as they interact

with students parents other teachers and members of the community Note what happens before school starts during class time in the playground during breaks in the staffroom etc

Make a list of the types of skills required to carry out all these roles effectively

Talk to your Supervising Teacher about how they perceive their role as a teacher Find out about those roles which do not directly deal with class teaching

Discuss with your Supervising Teacher the notion of lsquoTeacher as Learnerrsquo and note how they keep pace with change eg attendance at courses membership of professional associations etc

Record your observations and the discussion with the Supervising Teacher

After the visit Consider the many roles of the teacher How does this view of teaching matchmismatch your

expectations prior to commencing this course Be prepared to discuss this question in class


424 SCHOOL VISIT 4 The School Curriculum - Introduction to the KLAs

At the school Find out the Key Learning Areas (KLAs) of the school curriculum

Locate copies of syllabuses for each Key Learning Area (KLA) Note where the syllabuses are kept if teachers have individual copies how they are used

Examine at least two syllabuses and note how they are organised (eg stages outcomes etc) Note similarities and differences

If possible examine and list school policies eg Discipline Policy

Closely observe approximately one hour of teaching Observe and record the following details of the lessons

- What is being taught eg information about the First Fleet addition spelling list words a new song etc

- What is the teacher doing eg giving information asking questions reading aloud modelling how to do something observing students working etc

- What are the students doing eg filling in a worksheet working from a textbook copying information from the board working together on a group task using concrete material such as blocks etc

- What materialsresourcestypes of equipment are being used eg computers black-board reading books textbooks paints scissors base ten blocks etc

Talk to the Supervising Teacher after the session and ask what guided the decisions they made when a) planning the lesson b) implementing the lesson and c) assessing the lesson Record the teacherrsquos responses

After the visit Summarise the information gathered including the Supervising Teacherrsquos responses and bring the

information to your next Professional Experience 1 class

425 SCHOOL VISIT 5 Cultural Diversity Before the visit Think back to your own schooling (primary or secondary) Recall and record your interactions with school

students from other cultures Note your impressions of these interactions

Recall any other life experiences which have involved close interactions with people from other cultures What did you learn from these interactions

NOTE If the school is not multicultural reflect on how multiculturalism is taught

At the school Find out about the cultural composition of the school student population and languages other than

English spoken by the school students

Identify ways in which the school caters for cultural diversity eg signs in other languages interpreter services for parents ESL classes community language programs etc

Talk to your Supervising Teacher about ways in which the classroom practices and resources accommodate and value cultural diversity

Observe how school students from other cultures especially those from non-English speaking backgrounds interact with peers in the classroom and in the playground

If possible observe an ESL class and note the strategies the teacher uses to support second language learning


After the visit Consider the diversity of cultural values present in the school student population How might these be

similar to and different from the values of the dominant culture How might schools best understand and accommodate this diversity of cultural values Think about these questions and be prepared to discuss them in class

426 SCHOOL VISIT 6 Special Needs

Before the visit Prepare some questions to ask your Supervising Teacher about school students with special needs in

the class eg how many special needs school students are there in the class What is the nature of their special needs How does the teacher cater for their different special needs What support is available to the teacher and the special needs school students

At the school

Briefly interview the Supervising Teacher using your prepared questions

Closely observe approximately 20-30 minutes of teachinglearning time and record the behaviour of one special needs school student Note if special work is assigned if school student is on or off task school studentrsquos interactions with others (peers teacher support teacher aide) etc

If there is a Support Teacher Learning Assistance (STLA) or any other support teacher in the school seek permission from your Supervising Teacher to talk to the STLA about the special programs in the school

If possible observe the STLA in a teachinglearning situation and note the range of ways in which they provide assistance to the special needs school students

NOTE If there is no student identified with a special need then focus on a student who needs extra support in one KLA eg English

After the visit Collate and consider the data you have collected regarding special needs What are the main challenges

for teachers in catering for special needs students in the mainstream classroom Be prepared to discuss this question in class drawing on your school observation and interview data

See Subject Outline for Portfolio requirements

427 SCHOOL VISIT 7 Reading to Students

Before the visit Select a book suitable for reading aloud and appropriate for the grade with which you are working For

assistance with selection of a book see reference texts on Closed Reserve browse the Childrenrsquos Literature collection in the library or check with your Supervising Teacher or school Librarian A picture book would probably be best There are picture books which are suitable for all grades Kindergarten to

Year 6 However if you cannot find a picture book for the older school students select a short story There are a number of anthologies of short stories in the Junior Fiction section of the library

Secondary Ideally choose a text book that students are working with and read with them and use this as an opportunity to get them to read and to ask questions regarding the text You can also read to them to model the process

Practise reading the book aloud several times so that you are familiar with the story and confident with the language If possible tape record your reading and then listen to the tape to ensure that the reading is clear and interesting

At the school Ask the Supervising Teacher if you can lsquoborrowrsquo a small group of students (no more than 6) at a

convenient time in order to read your story


Find a quiet location and seat the students around you - on the floor or on chairs (preferably not at desks) Avoid using the playground ndash too many distractions

Introduce your story briefly - maybe say something about wanting to share one of your favourite stories by hellip (author) Read the story and show the illustrations as you proceed

Remember

read clearly and with expression

make eye contact with your audience

use pause for emphasis and effect

show illustrations as you proceed

do not hold the book in front of your face

do not read too quickly

demonstrate your enjoyment of the story

After reading the story invite the students to respond The following questions are a guide Make sure your questions are appropriate for the age of the students

What part of the story did you like best Why

What part of the story did you like least Why

Do you know anyone like character X in the story In what ways are they similar

Has anything like this (the main event of the story) ever happened to you Can you tell us about it

Who did you like best in the story Why

Who did you like leastwho didnrsquot you like in the story Why

After the story reading

Write a brief evaluation of your story reading session commenting on your reading aloud technique the appropriateness of the selected book and the level of engagement indicated by the studentsrsquo responses NOTE What you would do to improve your story reading next time

Secondary you can comment on your read-aloud technique as well as on the studentsrsquo reading Discuss how reading the text together facilitated an understanding of the content What did you add to the session to support students reading and what did you add to the text to further facilitate an understanding of the content

Bring your evaluation to the next Professional Experience 1 class

428 SCHOOL VISIT 8 Information and Communication Technology (ICT) At the school

Locate and read the school policy relating to ICT Note important points such as coordination funding upgrading of equipment etc

Gather the following information

hardware available for students use eg PCs printers scanner etc

location of hardware eg library classrooms computer lab etc

programs (software) available for students use eg email internet word processing databases etc

Observe students using the computers in the classroomlablibrary Note

individual or group use

gender of computer users

type of program being used

purpose of the computer use

students keyboard skills

students familiarity with the computer

interaction while using the computer

nature of accompanying talk

Talk to the students about their computer experience and expertise their favourite computer programs etc


Discuss with the Supervising Teacher

their own use of computers eg email internet word processing etc

issues of access to ICT eg students who have computers at home and students who have access only at school

After the visit

Prepare a report on ICT in your school and classroom

Describe some of the advantages and limitations of ICT in the classroom

What are some of the major issues in relation to ICT in the classroom How might these be addressed in the future What would the lsquoidealrsquo ICT classroom look like



43 Teaching Commitment

The professional experience is a classroom-based program comprising 15 days in the school in total over the 3 weeks

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1 August 28 August 29 August 30 August 31 September 1

3 Days K-6 7-12

School - full day Observation Day Discussion with Supervising Teacher re lesson preparation Record observations in Journal

School - full days Teaching 60 minutes of teachingday should be attempted Engage in on-going negotiations for teaching in the second week For K-6 only Practice daily chalkwhiteboard writingprinting using the Foundation style

5 Days K-12


2 September 4 September 5 September 6 September 7 September 8

All Students

School - full days Teaching Teaching commitment should be maintained at 60 minutes of face-to-face interaction with learners arranged in accordance with the needs of the class Practice daily chalkwhiteboard writing printing using the foundation style


All Students


School - full days Teaching commitment should be increased to 90 minutes per day Continue to practice writing skills Continue application and evaluation of management skills

Teacher Education Students will be expected to make up any missed days


NOTES Teacher Education Students are required to attend each day of the professional experience period in accordance with the attendance pattern specified above and at the back of this handbook Except as a result of illness or misadventure Teacher Education Students are not permitted to change this attendance pattern Changes to Teacher Education Student attendance in the professional experience must be approved in advance by the Director of Professional Experience

Neither the preparation of lessons nor the writing of assignments is to be undertaken during class time during the professional experience Non-teaching time should be spent in observing assisting the Supervising Teacher andor engaging in class activities as appropriate

Teacher Education Students are required to notify the school in the event of any absence In the case of one or two days absence through illness or misadventure where possible Teacher Education Student can make up the missed days in the professional experience period or as soon as possible on completion of the professional experience with the permission of the Supervising Teacher If three or more days are missed the Tertiary Supervisor in consultation with the School of Educationrsquos Director Professional Experience and the Supervising Teacher will discuss the most appropriate procedure for the Teacher Education Student to complete the professional experience In some cases it may be necessary to arrange a supplementary placement at a later point in the semester See additional information pertaining to Teacher Education Student attendance in the Professional Experience Code of Ethics in the Professional Experience Standards Booklet

5 OUTCOMES IN CLASSROOM TEACHING ndash FOR PE2 ONLY

51 Appraisal In appraising Teacher Education Student progress in Professional Experience 2 Supervising Teachers are asked to use the requirements specified below as a checklist (refer to the BOSTES Evidence Guide for Supervising Teachers)

Knowing Subject Content and How to Teach that Content 111 Demonstrate relevant knowledge of the central concepts modes of enquiry and structure of the

contentdiscipline(s)

113 Design and implement lesson sequences using knowledge of the NSW syllabus documents or other curriculum requirements of the Education Act

Planning and Assessing for Effective Learning 311 Demonstrate the capacity to identify and articulate clear and appropriate learning goals in lesson preparation

312 Plan and implement coherent lessons and lesson sequences that are designed to engage students and address learning outcomes

313 Select and organise subjectcontent in logical sequential and structured ways to address student learning outcomes

314 Demonstrate knowledge of a range of appropriate and engaging resources and materials to support studentsrsquo learning

315 Demonstrate knowledge and use of a range of strategies to assess student achievement of learning outcomes

316 Demonstrate knowledge of the link between outcomes and assessment strategies

317 Give helpful and timely oral and written feedback to students

Communicating Effectively with Students

411 Communicate clear directions to students about learning goals

Creating and Maintaining Safe and Challenging Learning Environments 511 Demonstrate a variety of strategies to develop rapport with all students

512 Establish supportive learning environments where students feel safe to risk full participation

513 Demonstrate strategies to create a positive environment supporting student effort and learning

514 Provide clear directions for classroom activities and engage students in purposeful learning activities

515 Demonstrate knowledge of practical approaches to managing student behaviour and their applications in the classroom

516 Demonstrate knowledge of principles and practices for managing classroom discipline


Improving Professional Knowledge and Practice 611 Demonstrate a capacity to reflect critically on and improve teaching practice

615 Accept constructive feedback to improve and refine teaching and learning practices

Engaging in the Profession and Wider Community 715 Understand regulations and statutes related to teachersrsquo responsibilities and studentsrsquo rights

Other Characteristics The Teacher Education Student in K-6 has engaged in daily practice of Foundation style

writingprinting on the whiteboard

Lesson plans were completed by the morning of the day they were scheduled for implementation

The Teacher Education Student was punctual professionally-presented courteous and co-operative

6 HEALTH SAFETY AND BEHAVIOUR

Environmental Health and Safety Teacher Education Students should be informed of relevant Environmental Health and Safety policy and

procedures operational at the School to which they are appointed for professional experience Particular questions should be directed to the school principal

UTS requires Teacher Education Students to check school-based evacuation and emergency procedures and complete and submit to school personnel emergency contact details on the pro forma supplied

Medication

Teacher Education Students must not administer medications to students in any circumstances Each

school will have its own procedures and nominated personnel for the administration of medications

Protection against Infectious Diseases

In circumstances where the Teacher Education Student is exposed to any body fluids or substances (eg blood vomit saliva) appropriate hygiene practices must be strictly adhered to Such practices would include the wearing of gloves and thorough washing with soap

Physical Restraint of Students

Supervising Teachers should ensure that Teacher Education Students are familiar with specific behaviour management strategies for students with challenging behaviours as well as general behaviour management strategies employed in the classroom

Supervising Teachers must advise Teacher Education Students of crisis management plans the procedures for getting assistance in an emergency and that they should seek assistance as a priority in emergency situations

As Teacher Education Students have not received specific training in restraining students they should not be expected or requested to physically restrain aggressive or violent students Professional Behaviour

As a prospective member of the education profession Teacher Education Students must maintain the highest levels of responsibility to the students and staff UTS works hard to locate quality professional experience sites and all Teacher Education Students as representatives of the university should ensure that their behaviour fosters positive working relationships Teacher Education Students must


adhere to all professional experience site policies and routines

telephone the professional experience site and the Tertiary Supervisor before lessons begin in the case of unavoidable absence

not seek access to personal information on student records Access to records is not required as the professional experience will not involve using student information for university assignments

respect the rights of students school staff and parents and ensure confidentiality of information which might cause harm or embarrassment

speak to each student in a manner which is appropriate for hisher age taking into account each students skills in language comprehension

assist students to the minimum extent necessary as the goal is to assist students to achieve independence

communicate with parents only as guided by the Supervising Teacher

Medication








As Teacher Education Students have not received specific training in restraining students they should not be expected or requested to physically restrain aggressive or violent students

7 ROLES AND RESPONSIBILITIES FOR PE1 TEACHER EDUCATION STUDENTS

71 Supervising Teacher Supervising Teachers will be required to complete an attendance record and professional experience report for each Teacher Education student to ensure they have met the compulsory field-based requirement of the subject (see Back Cover) Supervising Teachers should contact the Professional Experience Co-ordinator (for contact details see Section 2 Page 2 of the Handbook) if the Teacher Education student fails to attend on any day of hisher professional experience without contacting the school or if there are any other concerns about the Teacher Education student Supervising Teachers also have the option of completing an Interim Report see page 21 of this Handbook


NB If the Teacher Education student is not completing set tasks for school visits as per lsquoAt the Schoolrsquo instructions DO NOT initial the relevant column in the Record of Attendance If a Teacher Education student continues to not complete tasks satisfactorily please notify your school Principal to contact Sue Rohanna on 9514-5409 or susanrohannautseduau so that a meeting can be arranged between the UTS Director of Professional Experience the Supervising Teacher the Teacher Education student and where necessary the school Principal Supervising Teachers will be facilitating Teacher Education student interactions with the class They will provide an environment which supports Teacher Education students in the completion of set tasks For example

enabling Teacher Education students to work with small groups of school students

providing information about the organisation of the school and class

discussing issues related to teaching

72 Teacher Education Student Teacher Education students must have completed the Working with Children Check to participate in the professional experience program See Section 105 on Pages 19 While the prescribed visits have associated tasks that the Teacher Education students must complete during the field-based component it is our expectation that Teacher Education students will also offer appropriate professional assistance to their Supervising Teachers Teacher Education students will be spending a part of each visit engaged in set tasks The remainder of each visit can be used in assisting the Supervising Teacher in regular classroom activities However Teacher Education students should not be given the responsibility of teaching a whole class All Teacher Education students must

attend the School on each of the 8 whole-day visits in Semester 1 or the 6 whole-day visits in Semester 2

notify any absences by phoning the school and emailing the Supervising Teacher (or email school if Supervising Teacher has no email) and cc the Tertiary Supervisor

arrive at the School not later than 30 minutes prior to the first teaching session of the day

explain any absences and negotiate alternative attendance arrangements (missed days must be made up)

present themselves professionally in terms of dress

interact courteously and respectfully with School staff school students and community members

maintain confidentiality of any sensitive information of which the Teacher Education student is apprised

participate in school life beyond the classroom (eg playground duty staff meetings) as directed by the Supervising Teacher

use observational opportunities to enrich learning about teaching and learning

offer to assist the Supervising Teacher in the implementation of the teachinglearning program

avoid any behaviours likely to distract school students or interrupt teachinglearning or other professional activities in the School

engage fully in the activities stipulated for each visit as per Section 5 of this Handbook Underpinning all of these requirements is the guiding question

Is the Teacher Education student showing a genuine professional interest in learning about the School the students the curriculum and the work of teachers

See Professional Experience Code of Ethics in the online Professional Experience Standards Booklet (see link on inside front cover) for full details of UTS expectations of Teacher Education students in field experiences



The following are intended to assist all participants in gaining a better understanding of their roles and responsibilities during the professional experience The relationship between the Supervising Teacher Teacher Education Student and Tertiary Supervisor during the professional experience is one of co-operation negotiation and open communication The links between field and campus-based activities are of primary concern in any professional experience The articulation of theory and practice should be actively encouraged by all participants

81 The Supervising Teacher

The central role of the Supervising Teacher is the professional development of Teacher Education Students during the professional experience period Over the professional experience Supervising Teachers will

clarify and explain classroom and school organisation details and check lesson plans prior to each lesson to ensure adequate preparation

ensure that Teacher Education Students are familiar with specific behaviour management strategies for students with challenging behaviours as well as general behaviour management strategies employed in the classroom

advise Teacher Education Students of crisis management plans the procedures for getting assistance in an emergency and that they should seek assistance as a priority in emergency situations

provide a wide range of experiences in the school environment This includes teaching across all key learning areas and a variety of lesson topics which reflect subjects covered at university

provide feedback which is formative rather than summative Feedback which is regular focused and constructive is most effective in enabling Teacher Education Students to reflect on their own performance and to identify and analyse areas of strength and weakness as they proceed through their professional experience

use the Professional Experience Feedback (blue booklet) checklist as a framework for observing reporting and commenting on a particular lesson taught by the Teacher Education Student It is expected that the Teacher Education Student should receive at least one feedback sheet each teaching day throughout the professional experience

demonstrate practices which will complement and supplement feedback to Teacher Education Students

have regular discussions with the Teacher Education Student regarding their lessons or other aspects of teaching

provide continual support and advice to their Teacher Education Student in improving performance over the professional experience period

liaise with the Tertiary Supervisor about the professional development of the Teacher Education Student If there are concerns regarding the progress of the Teacher Education Student these should be communicated as they arise

in the event that the Supervising Teacher believes that a second visit by the Teacher Education Studentrsquos Tertiary Supervisor is required the Interim Report (see Page 21 of this Handbook) should be completed (where possible no later than 5 teaching days before the scheduled completion date of the professional experience) Following on from this the Supervising Teacher Tertiary Supervisor and the Teacher Education Student will negotiate a program of work designed to assist the Teacher Education Student to fulfill the requirements of the professional experience

ensure that Teacher Education Students are supervised at all times when with the class The responsibility for the class rests with the Supervising Teacher Teacher Education Students are not permitted to be left alone with the class

at the conclusion of the professional experience period report on Teacher Education Student progress and achievement and recommend the result on the Professional Experience Evaluation Report provided


82 Teacher Education Student

Prior to the first day of professional experience the Teacher Education Student must have completed the Working with Children Check ndash see Section 105 on Page 19

Prior to the first day of professional experience Teacher Education Student complete an Initial Training Session on Child Protection Procedures in accordance with DET policy ie Protecting and Supporting Children and Young People Revised Procedures (2010) ndash see httpswwwdetnsweduaupoliciesstudent_servchild_protectionprot_childrenPD20020067shtmllevel=Schoolsampcategories=Schools|Wellbeing|Supervision

The professional conduct of Teacher Education Students must be of the highest quality Teacher Education Students are expected to be courteous punctual and co-operative They must be at school at least half an hour before the school day begins and are expected to be on site throughout the entire day Teacher Education Students may also be required to remain at the school for planning purposes up to 30 minutes after the conclusion of the final teaching period Attendance at staff meetings and other related professional activities conducted during the professional experience period is expected

Teacher Education Students should adopt ethical behaviours in relation to their interactions with students teachers parents and community members These include being aware of child protection and discipline policies in the school not repeating information provided in confidence which could embarrass or harm others in the school and enhancing the professional standing of themselves their colleagues and their university

Teacher Education Students are required to observe and participate in the Supervising Teacherrsquos work and undertake with them assigned duties for example playground duty The Teacher Education Student may negotiate with their Supervising Teacher to visit other classrooms in the school and to become familiar with such services as the school library

Teacher Education Students are required to prepare their lessons at least the night before the lesson is to be given Lesson plans must be available to the Supervising Teacher each morning before school Lesson plans must be maintained in a book or folder and be available to the Tertiary Supervisor at any time during the professional experience period

While Teacher Education Student must exercise due care with students the responsibility for the class rests with the Supervising Teacher Teacher Education Students are not permitted to be left alone with the class due to insurance requirements

Teacher Education Students are required to maintain their attendance record (see back cover of this booklet) and submit it with their report to the UTS Education Academic Programs (Professional Experience) Office at the conclusion of the professional experience

83 The Tertiary Supervisor

The central role of the Tertiary Supervisor is to act as liaison between the university and the participating school Tertiary Supervisors will

clarify university policy and practices relating to the professional experience as well as provide support for the Teacher Education Student and the Supervising Teacher

liaise with school personnel to facilitate the smooth running of the professional experience

meet with Supervising Teachers to discuss aspects of the current professional experience program to ensure communication is facilitated

confer with Teacher Education Students on matters relating to their plans for teaching and learning

counsel Teacher Education Students requiring assistance or advice


consult with Supervising Teachers regarding Teacher Education Student progress and evaluation Where there is cause for concern regarding a Teacher Education Studentrsquos progress the Tertiary Supervisor will consult with the UTS Professional Experience Co-ordinator Where the Supervising Teacher completes an Interim Report notification the Tertiary Supervisor in concert with the Supervising Teacher and the Teacher Education Student will negotiate a program of work designed to assist the Teacher Education Student to fulfil the requirements of the professional experience This may include additional days extending the professional experience into the following week

observe Teacher Education Studentsrsquo teachinglearning episodes The competing needs of student teachers and Supervising Teachers across a number of schools widely distributed geographically will necessitate

the Tertiary Supervisor being judicious in the way they distribute their time across the professional experience period

not give feedback on written assignments as this is not their responsibility

9 PROCEDURES FOR CONCLUDING THE PROFESSIONAL EXPERIENCE

91 Supervising Teacher

Professional Experience Evaluation Report

At the conclusion of each professional experience placement Supervising Teachers must complete and provide to the Teacher Education Student

Professional Experience Evaluation Report (supplied separately with this Handbook) with recommended grade for the Teacher Education Student Please discuss this report with the Teacher Education Student then give the report to the student to

take to back to the UTS School of Education Professional Experience Office Room 104313

Record of Attendance on back cover of this Handbook

Where the Professional Experience Evaluation Report has not been finalised at the conclusion of the professional experience the Supervising Teacher should mail it together with the Record of Attendance as soon as possible to Malti Vallabh at the address below

Payment Claim Form and Tax Form and late Reports and Attendance Records

The Payment Claim Form and the Tax Form must be forwarded as soon as possible after the conclusion of the Professional Experience but no later than 31 December each year (claims received after this date will not be processed) to

Ms Malti Vallabh Professional Experience Officer School of Education Faculty of Arts amp Social Sciences University of Technology Sydney PO Box 123 Broadway NSW 2007

Please note your payment can be processed only after receipt of the Professional Experience Evaluation Report Claim Form and Tax Form



The Teacher Education Student is to bring to the Professional Experience Office IMMEDIATELY after the end of their placement

The signed Record of Attendance on the back cover of this handbook

The Professional Experience Evaluation Report signed and graded by the Supervising Teacher

Failure to hand in these documents to the Professional Experience Office will result in a Q Grade for this subject until such time as they are received

Your Professional Experience Evaluation Report will be signed in the office by the Subject Co-ordinator or the Director of Professional Experience Your copy of the Professional Experience Evaluation Report and Attendance Sheet MUST be picked up from the Professional Experience Office Room 104313 BEFORE the end of Semester 2

Maintaining Professional Experience Records for Professional Purposes

Your professional experience records are important professional documents which you will need to keep on file so that they are available when you apply for teaching positions and for recognition of qualifications if teaching in any state around Australia or overseas Establish a personal professional experience records file and keep copies of all your attendance sheets and professional experience reports for the duration of your

career

10 ADDITIONAL SUBJECT amp COURSE REQUIREMENTS 101 UTS Rule 106 ndash Repeated Failure in a Subject 1 In accordance with UTS Rule 106 Repeated Failure in a Subject FASS Faculty Board has resolved that

Teacher Education students with two fails in a Professional Experience subject in the primary or secondary teacher education courses will not be permitted to re-enrol in that subject

2 Professional experience subjects are a compulsory component of the Teacher Education degrees therefore Teacher Education students unable to re-enrol in a professional experience subject will be unable to complete the requirements for their course and will be directed to seek academic advice as to their options

3 These options include

transferring to C10209 Bachelor of Arts in Educational Studies or

withdrawing from the course (students can then apply for admission to another course at UTS or other institution if desired)

Students failing to seek advice within the specified timeframe or refusing one of the above options will be excluded by Faculty Board (refer to 1064 at httpwwwgsuutseduaurules10-6html)

4 The FASS Faculty Board may waive exclusion for students who appeal (Resolved FASSFB20110211) based on the condition that the students pursue an option nominated in 1062

102 Withdrawing from a Course or a Professional Experience Subject When a student decides to withdraw from their course or any Professional Experience subject they must ensure they notify the Professional Experience Office immediately


103 Mandatory Checks

1031 Anaphylaxis Training

As at 201112 UTS was advised that the NSW Department of Education and Communities had recently reviewed its requirements in relation to anaphylaxis management in schools The Department now requires that all initial Teacher Education Students are trained in anaphylaxis management before they undertake any professional experience in NSW public schools

Teacher Education Students are required to complete the online training module at httpetrainingallergyorgau

Once the training has been completed Teacher Education Students are required to provide a copy of their certificate to the Professional Experience Office The certificate remains current for three years Teacher Education Students must upload a copy of their certificate to the Documents section in the MyPlacement student portal

Teacher Education Students are also required to present a copy of their current certificate to the principal at the school they are attending for their professional experience placement

1032 Child Protection Training

Child Protection Training will have been completed before Teacher Education Students undertake their Professional Experience 2 A Letter of Attendance will be issued to Teacher Education Student at the end of the Child Protection Training lecture The Teacher Education Student MUST upload this letter to Documents in MyPlacement If the Teacher Education Student did not attend the lecture or complete this training please contact MarkSinclairutseduau

1033 Working with Children Check

All Teacher Education Students who are undertake a Undergraduate and Postgraduate Education course are required to complete professional experience placement in schools and are required to have applied for and received a Working with Children (WWC) check number First year Teacher Education Students were given details about applying for this at the time of their enrolment Students must have a current WWC number before attending their professional experience placement

Obtaining a Working with Children Check is the responsibility of the Teacher Education Student Individuals applying to work with children are required to apply to the Commission for Children and Young people for a clearance The process involves either completing the application form online or downloading it from the Commissionrsquos website and lodging it at a NSW RTA office The website is httpwwwkidsnswgovauWorking-with-childrenNew-Working-with-Children-CheckNew-Working-with-Children-Check

For Teacher Education Students there is no fee and the Check lasts for five years When filling in the form check the box Volunteers and Students If this box is not checked then the Teacher Education Student will be charged the fee for paid workers of $80

Once you have completed the online application form you will receive an Application Number You must take this application number and your identifying documents to the RTA to be verified Please notify the Professional Experience Office of the Application Number whilst waiting for your official WWC number

After the application has been processed by the RTA the applicants will receive from the Office of the Childrenrsquos Guardian the results of the check by email or post which will include your clearance number Students MUST upload a copy of the notification to the Documents section in the MyPlacement student portal

Teacher Education Students or graduates applying for positions within the Department of Education will need to re-apply for a Working with Children Check as a paid worker This costs $80 and lasts for five years The Department of Education will reject an application if it is not accompanied by the Working with Children Check clearance The paid worker application is required for child-related paid work


1034 Inherent Requirements and Student Placement Acknowledgement Form

A document entitled ldquoIntroduction to inherent requirements for Initial Teacher Education Programsrdquo will be made available at (link)

Inherent requirements are the fundamental competencies that must be demonstrated by all student teachers Students with a disability or chronic health condition can request extra support and can have adjustments made to enable them to meet these requirements Similarly students experiencing challenges with English language skills may request extra support There may also be other considerations such as cultural or religious considerations or carer responsibilities that may impact on your capacity to demonstrate a specific inherent requirement and may necessitate support

To successfully complete a teacher education course at UTS you need to

a) Successfully complete all required professional experience placements and

b) Demonstrate all the inherent requirements (see page 3 of the document ldquoIntroduction to inherent requirements for initial teacher education programsrdquo)

If you do not satisfy (a) and (b) you will not graduate from your course

If you have a disability or medical condition carer responsibilities challenges with English language

skills or culturalreligious considerations that may require assistance you are strongly encouraged to

contact the following areas to discuss your needs prior to the census date

Once students have made themselves aware of the inherent requirements by reading the document they must complete with Student Placement Acknowledgement Form attached to the back of the document and return it to the Professional Experience Office by uploading it to the Documents section in the MyPlacement Student Portal


11 INTERIM REPORT This report is to be filled out ONLY where the Supervising Teacher is concerned that the Teacher Education Students is at risk of not successfully completing the requirements of the professional experience The report should be where possible completed no later than 5 teaching days prior to the scheduled completion date of the professional experience The report must emailed to teached1utseduau The Supervising Teacher must advise the Teacher Education Students and the Tertiary Supervisor of their concerns and a meeting must be arranged between the Teacher Education Student the Supervising Teacher and the Tertiary Supervisor aimed at improving the Teacher Education Studentrsquos performance If appropriate this meeting may serve as official notice that the Teacher Education Student is in danger of failing

Concerns Relating to Teacher Education Student Responsibilities (please list and explain)

Concerns Relating to Assessment Criteria contained in the Professional Experience Report (please list and explain)

School ____________________________________________ Grade ______________

______________________________ ____________________________ ___________ Name of Supervising Teacher Signature Date ______________________________ ____________________________ ___________ StudentAssociateTeacher Signature Date ______________________________ Name of Tertiary Supervisor

University of Technology Sydney Professional Experience 2 Handbook School of Education 2017 Faculty of Arts amp Social Sciences 2010

RECORD OF ATTENDANCE amp TASK COMPLETION PROFESSIONAL EXPERIENCE 1 ndash 2017

To be completed by Teacher Education students by K-6 K-12 7-12 Autumn session 2017

Please sign and date each visit made by the Teacher Education student Teacher Education students must complete all eight full day visits to the school (each visit beginning 30 minutes before classes start) to gain a satisfactory pass in this component of the subject NB If the Teacher Education student is not completing set tasks for school visits as per lsquoAt the Schoolrsquo instructions DO NOT initial the relevant column in the Record of Attendance If a Teacher Education student continues to not complete tasks satisfactorily please notify your school Principal to contact Sue Rohanna on 9514 5409 or susanrohannautseduau so that a meeting can be arranged between the UTS Director of Professional Experience the Supervising Teacher the Teacher Education student and where necessary the school Principal If Teacher Education students attended on a different date please indicate this on the table below

Detach attendance sheet and task completion sheet and return to Teacher Education student on the last visit

NAME OF TEACHER EDUCATION STUDENT SNo ______________

NAME OF SUPERVISING TEACHER

CLASS TAUGHT _________________________

SCHOOL

DATE

SIGNATURE of Supervising

Teacher to confirm attendance

Supervising Teacherrsquos initial to indicate Teacher Education

studentrsquos completion of set tasks as per this handbook

Visit One hellip17

Visit Two hellip17

Visit Three hellip17

Visit Four hellip17

Visit Five hellip17

Visit Six hellip17

Visit Seven hellip17

Visit Eight hellip17

NOTE This Attendance Record together with the grey Professional Experience Report MUST be submitted by the Teacher Education student to the Professional Experience Office

Room 104313


PROFESSIONAL EXPERIENCE CALENDAR amp RECORD OF ATTENDANCE

Professional Experience 2 ndash Introduction to Classroom Management 28 August to 15 September 2017

15 compulsory days

Teacher Education Student Please indicate Time of ARRIVAL and DEPARTURE against

each date below and initial each entry

Teacher Education Students Name _______________________________________________ School __________________________________________________ Class ___________ Signature ____________________________________ Date _________________

Week MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

1 28 August 29 August 30 August 31 August 1 September

K-6 7-12 Observation Day Observation Day Observation Day School - full day School - full day

Arrive

Depart Arrive Depart Arrive Depart Arrive Depart Arrive Depart Depart

K-12 Observation Day Observation Day Observation Day Observation Day Observation Day

Arrive


2 4 September 5 September 6 September 7 September 8 September

All School ndash full day School - full day School - full day School - full day School - full day

Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students

School ndash full day School - full day School - full day School - full day School - full day

Arrive

Depart Arrive Depart Arrive Depart Arrive Depart Arrive Depart


Supplementary Professional Experience Specify dates _________________________ (Arranged due to extended Teacher Education Student absence) Specify number of days (max 5) _________________________ (Arranged to extend professional experience) Please discuss with Tertiary Supervisor Total Number of days completed by the Teacher Education Student __________________ Name and Signature of Supervising Teacher _____________________________ ____________________________ __________ (Name) (Signature) (Date)

Se

e P

ag

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or

mo

re d

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ils


IMPORTANT GO ONLINE TO READ THE FOLLOWING

httpwwwutseduaucurrent-studentseducationprofessional-experience-

programsteacher-education PROFESSIONAL CODE OF ETHICS

Assignments and General Contact with Schools

Aspects of Professional Conduct and Responsibility in Schools FREQUENTLY ASKED QUESTIONS INTERIM REPORT

The Interim Report pro-forma is on 1 on this Handbook and also available online ndash please see the web address at the top of this page

--oooOooo--

INFORMATION FOR THE SUPERVISING TEACHER You should have received from your Teacher Education Student

Professional Experience 1 amp 2 Handbook

Professional Experience 1 amp 2 Evaluation Reports

Teacher Education student Emergency Contact Details Sheet

Claim Form for Supervising Teacher

Tax File Number Declaration

--oooOooo--




TABLE OF CONTENTS Page 1 KEY REQUIREMENTS FOR ALL TEACHER EDUCATION STUDENTS IN













51 Appraisal 11










9 INTERIM REPORT 21


Back Covers
















































briefing sessions





3 INTRODUCTION


311 Aim of Subject


























community









































































At the school




















Remember







































After the visit










3 Days K-6 7-12



5 Days K-12



All Students



All Students








































Medication


















Medication




























































































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils




TABLE OF CONTENTS Page 1 KEY REQUIREMENTS FOR ALL TEACHER EDUCATION STUDENTS IN













51 Appraisal 11










9 INTERIM REPORT 21


Back Covers
















































briefing sessions





3 INTRODUCTION


311 Aim of Subject


























community









































































At the school




















Remember







































After the visit










3 Days K-6 7-12



5 Days K-12



All Students



All Students








































Medication


















Medication




























































































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils
















































briefing sessions





3 INTRODUCTION


311 Aim of Subject


























community









































































At the school




















Remember







































After the visit










3 Days K-6 7-12



5 Days K-12



All Students



All Students








































Medication


















Medication




























































































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils


3 INTRODUCTION


311 Aim of Subject


























community









































































At the school




















Remember







































After the visit










3 Days K-6 7-12



5 Days K-12



All Students



All Students








































Medication


















Medication




























































































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils













community









































































At the school




















Remember







































After the visit










3 Days K-6 7-12



5 Days K-12



All Students



All Students








































Medication


















Medication




























































































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils





















































At the school




















Remember







































After the visit










3 Days K-6 7-12



5 Days K-12



All Students



All Students








































Medication


















Medication




























































































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils




Remember







































After the visit










3 Days K-6 7-12



5 Days K-12



All Students



All Students








































Medication


















Medication




























































































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils





After the visit










3 Days K-6 7-12



5 Days K-12



All Students



All Students








































Medication


















Medication




























































































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils





































Medication


















Medication




























































































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils









Medication




























































































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils


















































































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils



Prior to the first day of professional experience the Teacher Education Student must have completed the Working with Children Check ndash see Section 105 on









































career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils



























career










































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils

































School ____________________________________________ Grade ______________









CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils








CLASS TAUGHT _________________________

SCHOOL

DATE





Visit One hellip17

Visit Two hellip17


Visit Four hellip17

Visit Five hellip17

Visit Six hellip17




Room 104313




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils




15 compulsory days







Arrive



Arrive




Students Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart Arrive

Depart


All Students


Arrive




Se

e P

ag

e 1

0 f

or

mo

re d

eta

ils