Bachelor of Health Physical Education & Sport

 
 
Bachelor of Health Physical Education & Sport
Bachelor of Health Physical Education &
       Sport
       Professional Experience Handbook

       2019




Guidelines for


Pre-service Teachers
Supervising Teachers
Principals/Site Coordinators
RMIT University Staff




School of Education
Bachelor of Health Physical Education & Sport
BHP&S Professional Experience Handbook 2019




                                                  Contents

                                                                                                      Page

General Information
         Welcome to Professional Experience at RMIT University                                           4
         Staff Contact Details                                                                           4

Overview of the Bachelor of Health, Physical Education & Sport Professional
Experience Programs
         Professional Experience Overview                                                                5
                                                                                                         6
         Outline of the Professional Experience Courses


Pre-service Teacher Professional Experience Expectations
         Core Participant Requirements                                                                   9
         Working With children check                                                                     9
         Work Integrated Learning Agreement                                                             10
         Emergency Information Form                                                                     10
         Attendance                                                                                     10
         Professional Conduct                                                                           10
         Social Media                                                                                   11
         Assessment                                                                                     11
         Experiencing Difficulty or Withdrawing from Placement                                          11
         Student Confidentiality and Authorisation                                                      12
         Taking Resources and Student Work from Schools/Centers                                         12

Roles and Responsibilities
         Role of the Principal/Site Coordinator                                                         13
         Role of the supervising Teacher                                                                14
         Role of the Pre-service Teacher                                                                15
         Role of the Professional Experience Team                                                       17
         Role of the Visiting RMIT University staff member                                              17

Assessment of Professional Experience
         Protocols for Supporting Pre-service Teacher Progress                                          18
         Interim Placement Report                                                                       18
         End of Placement Report                                                                        18
         Unsatisfactory Performance                                                                     19
         Delayed or Deferred Professional Experience                                                    19
         Early Termination of Professional Experience                                                   20
         Unresolved Concerns                                                                            21

Placement Policies
         Professional Experience Placement Policy                                                       21
         Occupational Health and Safety                                                                 21
         Discrimination, Sexual Harassment and Bullying                                                 22
         Insurance Cover                                                                                22

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             Pre-service Teacher Liability                                                                  23

    Assessment Forms for Supervising Teachers
             Interim Placement Report                                                                       24
             End of Placement Report                                                                        25

    Students at Risk
             Supervising Teacher Expression of Concern Form                                                 30
             Pre-service Teacher Expression of Concern Form                                                 31

Assessment Forms for RMIT Staff
             Assessment form for RMIT Staff Visit                                                           32

    Resources
             Lesson Template                                                                                33
             Observation Template                                                                           35
             Weekly Planning Log                                                                            36
             Additional Activity Log                                                                        37
             Professional Experience Folder Guidelines                                                      38
             GTPA - Explanation                                                                             39




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WELCOME TO PROFESSIONAL EXPERIENCE AT RMIT UNIVERSITY

At RMIT University we view professional experience as an essential component of our pre-service teachers
learning as they begin to integrate theoretical perspectives with practice. To all those who support our
professional experience programs we extend our gratitude and appreciation. We aim to provide
professional partners, especially our supervising teachers, with support to undertake their role effectively
and in a mutually beneficial way. We seek to facilitate communication between all partners to ensure
shared understandings and expectations of the program. Our ongoing partnerships with schools provide
invaluable opportunities for our pre-service teachers to meet the Australian Professional Standards for
Teachers at the Graduate level and are fundamental to the development of the next generation of
Australian teachers.

STAFF CONTACT DETAILS

The professional experience office team

The Professional Experience office team are the central point of contact. This team administers placements
in all programs, arranges placements for pre-service teachers, liaises with site coordinators and supervising
teachers and oversees reports and record keeping. The professional experience team will direct specific
questions about pre-service teacher behaviour or progress to the relevant Program Manager.

For questions about the administration of placement, please contact the professional experience team.
Contact details for the professional experience team are:

Professional experience team                      education.placements@rmit.edu.au
Professional practice coordinator                 Shona McIntosh
                                                  shona.mcintosh@rmit.edu.au
Academic director, professional practice          Melanie Nash
                                                  melanie.nash@rmit.edu.au

The program manager

The Program Manager is responsible for the management and quality assurance of the learning in the
program, including the provision of a well-sequenced professional experience program. All program
managers have extensive teaching and management experience. Program managers know their programs,
and understand the specific requirements and expectations for each placement.

For questions about the academic expectations of placement, including pre-service teacher progress,
please contact the relevant program manager.
Contact details for program manager are:

Bachelor of Health, Physical Education &        Jason Wong
Sport Program                                   jason.wong@rmit.edu.au




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OVERVIEW OF BACHELOR OF HEALTH, PHYSICAL EDUCATION & SPORT PROGRAM
   RMIT University is committed to providing you with an education that strongly links formal learning with
   professional practice. As a student enrolled in this RMIT University program you will:
         ●     Undertake and be assessed on structured activities that allow you to learn, apply and demonstrate
               your professional practice;
         ●     Interact with industry and community when undertaking these activities;
         ●     Complete these activities in real work contexts or situations; and in addition:
         ●     These interactions and the work contexts provide distinctive sources of feedback to you to assist
               your learning.

   The program has been designed to provide 100 days of supervised professional practice. Discipline and
   Professional Studies and Professional Experience courses link content and assessment with professional
   practice and provide opportunities for Work Integrated Learning.
   The designated WIL courses in the Bachelor of Health, Physical Education & Sport program are:


               Professional Experience: Fundamentals of Movement and Instruction (9 days)
               Professional Experience: Understanding Learners in Health, Physical Education and Sport (11 days)
               Professional Experience: Instructional Approaches to Physical Education (11 days)
               Professional Experience: Advanced Instructional Approaches to Physical Education (11 days)
               Professional Experience: Beyond the classroom (6 days)
               Professional Experience: Inclusion and Diversity in Movement Contexts (6 days)
               Professional Experience: Alternate Method Curriculum A (6 days)
               Professional Experience: Alternate Method Curriculum B (10 days)
               Professional Experience: Professional Readiness (30 days)


   In your Professional Experience you will be learning about your future role as an educational professional.
   The feedback you receive from your lecturers, supervising teachers and others on Work Integrated Learning
   (WIL) activities and assessment will be vital for your learning.


   In order to graduate from the Bachelor of Health, Physical Education & Sport program you are required to
   successfully complete the Teaching Performance Assessment (GTPA) task, this is conducted in your final
   year as part of the course Professional Readiness. Details of the GTPA are found on the Professional
   Readiness course website, and a brief description of is given at the end of this booklet.




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Outline of the Professional Experience Courses
In this program you will participate in the following professional experience courses, further details of each
course and assessment tasks can be found on the relevant course website.


  Year                   Course Information                                            Course Description
Semester

   Y1/S1         TCHE2654 Professional Experience:       This course is delivered on campus where sessional staff members with
                 Fundamentals of Movement and            current teaching experience prepare pre-service teachers for their first
                 Instruction (PX1 - 9 days)              professional experience in a primary school. The focus of the course is to
                                                         introduce pre-service teachers the foundations in Health and Physical
                 PX1 is your first opportunity to        Education pedagogy (e.g. teaching of fundamental movement skills) that
                 experience teaching in the school       underpins the pedagogy of more complex movement skills as students transit
                 setting.                                from primary to secondary schools. The course also aims to establish
                                                         professional attitude, undertaking focused observations and feedback of
                 Assessment of this placement is         specified elements of primary PE teaching and teaching practices. During the
                 categorized as LEARNING                 placement, pre-service teachers are paired with a Year 3 pre-service teacher
                                                         who acts as a peer-mentor to provide support together with their
                                                         respective Supervising Teacher in schools.

   Y1/S2         TCHE2647 Professional Experience:       This course is delivered in on campus, where sessional teaching staff
                 Understanding Learners in Health,       members with current classroom practice prepare pre-service teachers for
                 Physical Education and Sport (PX2 -     their second placement in the same school as their first placement without
                                                         their peer-mentor. Emphasis will be placed on building a more
                 11 days)
                                                         comprehensive understanding and application of teaching competencies
                                                         where the acquisition of teaching skills and professional competencies are
                 PX2 is conducted at the same school     applied in the professional experience placement. Pre-service teachers
                 as semester 1 and will allow you to     continue to undertake focused classroom observations, plan for and teach
                 build on your previous experience.      small groups, but begin to teach whole class activities and parts of lessons to
                                                         the whole class.
                 Assessment of this placement is
                 categorized as LEARNING

   Y2/S1         TCHE2649 Professional Experience:       RMIT staff members deliver this course on campus, where emphasis will be
                 Instructional Approaches to Physical    placed on building a comprehensive understanding of, and ability to apply
                 Education (PX3 - 11 days)               teaching competencies to the teaching of physical education and sport in a
                                                         secondary school context. Pre-service teachers are placed in partner
                 PX 3 will be conducted in a             secondary schools and supported by their respective Supervising Teacher in
                 secondary school setting and require    schools. They also move from planning and teaching single lessons to
                 you to develop skills in planning       sequencing lessons for the whole class.
                 lesson sequences.

                 Assessment of this placement is
                 categorized as CONSOLIDATING


  Y2/S2          TCHE2613 Professional Experience:       This course further develops pre-service teachers’ knowledge and skills in the
                 Advanced Instructional Approaches       teaching of health, physical education and sport (HPE&S) in secondary
                 to Physical Education (PX4 - 11         schools. They will apply strategies to incorporate modified and creative
                 days)                                   games to cater for a range of abilities and use the ‘Game Sense’ pedagogical
                                                         model to teach physical education and sport in for their second professional
                 PX4 will allow you to further develop   experience placement in secondary schools.
                 your teaching skills and introduce
                 you to different pedagogical models.

                 Assessment of this placement is
                 categorized as CONSOLIDATING




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  Y3/S1          TCHE2652 Professional Experience:      This professional experience course provides pre-service teachers with the
                 Beyond the classroom (PX5 - 6 days)    opportunity to develop their leadership skills by mentoring a Year 1 pre-
                                                        service teacher in the program. Pre-service teachers are placed with a Year 1
                 PX5 will provide you with the          mentee in a primary school and co-teach during the professional experience.
                 opportunity to experience a co-        They will be supported by the school’s Supervising Teacher.
                 teaching role.
                 Assessment of this placement is
                 categorized as CONSOLIDATING


  Y3/S1          TCHE2650 Professional Experience:      This course is delivered in part on campus, where Industry Fellows and
                 Alternate Method Curriculum A.         sessional teaching staff with current classroom practice prepare pre-service
                 (PX6 - 6 days)                         teachers for their first professional experience teaching their alternate
                                                        method in secondary schools. Pre-service teachers will be introduced to
                 Assessment of this placement is        curriculum frameworks and appropriate methodologies for their teaching.
                 categorized as CONSOLIDATING


  Y3/S2          TCHE2651 Professional Experience:      This course builds upon the foundations of curriculum planning and
                 Alternate Method Curriculum B          classroom
                 (PX7 - 10 days)                        pedagogies from TCHE2650 Professional Experience: Alternate Method
                                                        Curriculum A and extend pre-service teachers’ knowledge and skills to plan,
                 Assessment of this placement is        teach, assess, evaluate and report on student learning based on their selected
                 categorized as CONSOLIDATING           alternate teaching method. Pre-service teachers will return to the same
                                                        secondary school to complete their 10-day professional experience.

  Y3/S2          TCHE2653 Professional Experience:      This course builds on key concepts of social inclusion/exclusion and inclusive
                 Inclusion and Diversity in             practices within Health, Physical Education and Sport. The course will develop
                 Movement Contexts (PX8 - 6 days)       pre-service teachers’ knowledge on planning for differentiation in teaching
                                                        strategies to meet the learning needs of students with diverse abilities,
                 PX8 will be conducted in placement     and/or from diverse linguistic, cultural, religious, sexual/gender and
                 in a disability/ Special Needs or      socioeconomic backgrounds.
                 alternate setting.

                 Assessment of this placement is
                 categorized as CONSOLIDATING


                 TCHE2655 Professional Experience:      The course is designed to assist you to transition to the workplace and the
Y4/S1            Professional Readiness (24 credit      profession. You will prepare for entering the profession through finalizing
                 point) (PX9 – 30 days)                 documented evidence of your achievement of the graduate level professional
                                                        standards for teaching, identifying your continuing professional development
                                                        needs and your responsibilities to colleagues, students, parents, carers and
                                                        the community.
                 PX9 provides you with a capstone
                 experience which will give you the     In this sustained placement pre-service teachers move from teaching whole
                 opportunity to integrate, critically   days to teaching consecutive days. By the end of the placement, pre-service
                 reflect on and consolidate what you    teachers should be confidently planning and teaching the whole class for a
                 have learned in your program.          minimum of five consecutive days, in consultation with their Supervising
                 During this placement you will         Teacher. This placement provides an opportunity for pre-service teachers to
                 conduct your Teaching Performance      consolidate and apply their learning about planning, teaching, assessing and
                 Assessment (GTPA).                     reflecting developed over the previous years of their program. Pre-service
                                                        teachers are expected to audit their achievements against the AITSL Graduate
                 Assessment of this placement is        Teacher Standards and establish professional learning goals to address any
                 categorized as GRADUATING              gaps in their learning. They are also expected to use the final placement as an
                                                        opportunity to demonstrate their achievement of those Graduate Teacher
                                                        Standards related to planning, teaching, assessing and reflecting. This course
                                                        includes the Final Teaching Performance Assessment task.


All professional experience placements in these courses are undertaken in Australian schools, and are
formally supervised by registered teachers and assessed. Pre-service teachers have the opportunity to
teach in different types of schools (local, rural, regional, remote, international), different sectors of

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schooling (public, independent, special needs, alternative schooling philosophies), different compositions of
schools (size, demographics, curriculum) different year levels, and different settings.

In Year 3, pre-service teachers undertake a placement in a disability/ Special Needs or alternate setting. In
addition, students in their third year of study in the program can elect to enroll in the course TCHE2589
Cross Cultural Learning and Teaching, which includes a 15 day professional experience placement in a
school in a different cultural setting, that is, in either an overseas country or in a remote Aboriginal or
Torres Strait community. To date, these placements have taken place in China, Singapore, Nepal, India,
Malaysia, Vietnam and the Northern Territory. These days in schools are in addition to the 100-day
minimum professional experience days.

All BP319 Bachelor of Health, Physical Education and Sport (Secondary) pre-service teachers undertake
their first placement in Semester 1 of their first year of study, deliberately timed to introduce them early to
the complexity of classroom teaching. Whilst the first placement has a focus on observation, pre-service
teachers are expected to participate fully within the school culture, engaging with students, supporting
student learning and progressing to preparing and teaching PE lessons to small groups.




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 PRE-SERVICE TEACHER PROFESSIONAL EXPERIENCE EXPECTATIONS
Core Participation Requirements
     In courses requiring pre-service teachers to undertake professional experience placements:

           1. Demonstrate an understanding of information related to education and the disciplines in which the
              pre-service teacher is teaching.
           2. Demonstrate the ability to communicate clearly and independently in assessment tasks, knowledge
              of the content and practices relating to education.
           3. Take responsibility for their own participation and learning and contribute to the learning of other
              pre-service teachers in collaborative learning environments.
           4. Take responsibility for checking your RMIT email account daily and responding to in a timely
              manner to staff requests.
           5. The capacity to undertake professional experience placements independently, demonstrating the
              ability to:

                           a. Establish a professional relationship with students and interact with them
                                 appropriately.
                           b. Communicate to students the subject matter being taught with clarity and in a way that
                                 is age-sensitive.
                           c. Meet community expectations of the literacy and numeracy skills teachers should have.
                           d. Create, monitor and maintain a safe physical environment, a stable and supportive
                                 psychological environment, and a productive learning environment in their
                                 classroom.
                           e. Establish effective relationships with all members of the school / centre community,
                                 including colleagues, students, and caregivers.
                           f. Exercise sound judgment and respond promptly to the demands of classroom situations,
                                 and the personal resilience to cope and maintain their wellbeing under stress.


     Working With Children Check

     The Victorian Government’s Department of Justice requires anyone working or volunteering with children
     to meet a minimum checking standard. The Working with Children Check (WWCC) helps to protect children
     from sexual or physical harm by checking a person's criminal history for serious sexual, violence or drug
     offences and findings from professional disciplinary bodies. Information about the WWCC is available at
     http://www.workingwithchildren.vic.gov.au.
     All pre-service teachers must supply evidence of a current WWCC to the professional experience office
     prior to the commencement of their first placement. Pre-service teachers must also supply a copy of their
     WWCC to each placement school / centre they attend on the first day of placement.

     WWCC applications must be completed online and then lodged in person at an Australia Post Office.
     Application information is available at http://www.workingwithchildren.vic.gov.au.




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    As a volunteer, pre-service teachers do not need to pay for the WWCC. Please see your Professional
    Experience website for organisation details needed on the application form.

    If you already have a current WWCC, you should update your details online to include the RMIT School of
    Education.

    Work                         Integrated                          Learning                              Agreement

    You must complete the Work Integrated Learning (WIL) agreement in accordance with RMIT University
    policy, and upload it onto InPlace. You will find a copy of this document on your Professional Experience
    website.

Emergency                                          Information                                                        Form

    Pre-service teachers will be find an Emergency Information Form on the Professional Experience course
    website. This form provides vital information to school / centre and emergency response staff in the event
    of an emergency during PX. Please complete the form, place in an envelope and hand to the site
    coordinator on your first day of PX at each school / centre. At the end of each PX placement, you should
    collect your form from the school / centre. If your details change, please complete a new form.
    In addition to completing the Emergency Information Form, pre-service teachers are advised to disclose to
    their placement school / centre any medical condition that may impact on their own safety or the safety of
    others.

    Attendance

    Pre-service teachers are expected to be punctual and to observe the same hours of attendance as the
    teachers at the school / centre in which they are placed. When illness or emergencies prevent attendance
    at a school / centre, pre-service teachers should telephone the site coordinator or nominated staff
    member and their supervising teacher before the school day commences.

    Pre-service teachers must satisfactorily complete all PX placement days as specified in the PX course
    outline. Absences during a placement must be made up before the end of semester at times negotiated
    between the pre-service teacher and supervising teacher. A medical certificate or other appropriate
    documentation should be provided to the site coordinator and the professional experience office for any
    absence along with written advice of the agreed make up days.

    Any significant changes to a pre-service teacher’s PX placement schedule must be approved in writing by
    the program manager or relevant professional experience course coordinator.

    In the event of industrial action by school / centre staff including the supervising teacher, the pre-service
    teacher should withdraw from the school / centre for the duration of the action and notify the professional
    experience office. A pre-service teacher should never assume the duties of a teacher participating in the
    action. Absences related to prolonged industrial action should be discussed with the professional
    experience office.




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     Professional Conduct

     Pre-service teachers are guests in schools / centres and their behaviour may affect opportunities for future
     pre-service teachers. Pre-service teachers are expected to be punctual, maintain professional
     communication (oral, written and electronic) with supervising teachers and peers and to demonstrate a
     capacity to work collaboratively and attitudes that support professional behaviour. Pre-service teachers
     should dress appropriately for their school / centre context, recognising that expectations differ between
     contexts. Courteous staffroom and car park usage usage, contribution to coffee funds and care with
     equipment and resources are further examples of sensible and appropriate conduct. Inappropriate remarks
     (verbal and written) regarding students, staff and schools / centres should be avoided under all
     circumstances.

     Pre-service teachers should strictly avoid giving personal details to students. Physical contact with the
     intention to punish, discipline or restrain students, or contact which could be misinterpreted as of a sexual
     nature should be strictly avoided. Pre-service teachers must ensure that their mobile phone is turned off
     during planning, teaching and evaluative sessions and all school / centre meetings.

     Pre-service teachers should also be aware of:

                           Victorian Teaching Profession Code of Conduct:

                           http://www.vit.vic.edu.au/conduct/victorian-teaching-profession-code-of-
                           conduct/Pages/default.aspx

                           Early Childhood Australia Code of Ethics:

                           http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics

Social Media

     Expectations about pre-service teacher professional behaviour extend to use of social media where there
     may be a connection to your work or studies. Pre-service teachers should consider their conduct in public
     forums outside the school such as Facebook, YouTube and Twitter which are easily accessed by school
     students. Pre-service teachers are advised to ensure they are not represented inappropriately in social
     media and that private domains are used for personal interactions using this media.

     Assessment

     Regularly discuss your teaching performance with your supervising teacher and keep a record of any
     feedback in your Professional Experience folder. You also have a responsibility to seek feedback on your
     performance. If you are unclear about the feedback, clarify with your supervising teacher in a professional
     and courteous manner. Discuss issues and concerns with your supervising teacher and with the site
     coordinator and make all reasonable attempts to find solutions to problems. There should be no surprises
     when you receive your End of Placement report.

     Each professional experience course will have accompanying assessment tasks that may require you to
     conduct specific data collection during the professional practice experience, these are detailed in your
     course guides on Canvas and you must ensure that you have a clear understanding of what is required.


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Experiencing Difficulties or Withdrawing From a Professional Experience Placement

     Any serious problems in a professional experience (PX) placement need to be addressed quickly to ensure
     the interests of all stakeholders are maintained. If pre-service teachers or supervising teachers experience
     difficulties of any nature during a placement, the issues should be discussed with the site coordinator and
     reported to the professional experience office as soon as possible. In many cases, the Professional
     Experience Team can assist with strategies to resolve issues or help to negotiate appropriate
     modifications. If the issues cannot be dealt with at the school level, the Program Manager should be
     contacted.
     Pre-service teachers may also like to meet with a Student Counselor for a confidential discussion of
     resources, adjustments and services to support learning.

     Pre-service teachers who fail to attend their scheduled PX placement or who withdraw from a PX
     placement without approval from the Program Manager will be identified as at risk of failing to maintain
     satisfactory progress and managed according to Assessment and assessment flexibility policy.

Student Confidentiality and Authorisation

     Confidentiality of school / centre and student information must be maintained at all times. References to
     specific students and schools / centres should be deleted when reproducing examples and case studies.
     Collection of student work for correction or for sample illustration must be authorised by the supervising
     teacher and, where possible, the student themselves. Students may only be photographed, audio or video-
     taped with prior parental / legal guardian permission.


Taking           Resources    and        Student         Work         from       Schools              /           Centres

     Any books or resources borrowed from schools / centres during the PX placement must be done so with
     permission from the school / centre and returned before the end of the placement. Any costs related to
     loss or damage of school / centre property use is the pre-service teacher’s responsibility. Electronic
     resources remain the property of each school / centre and can only be downloaded with school / centre
     permission. Commitments to assess student work must also be discharged and any work returned before
     the end of the placement. Subject results may be withheld pending return of resources or student work to
     the school / centre.




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ROLES AND RESPONSIBILITIES
Role of the School Principal or Nominated Site Coordinator

When pre-service teachers are allocated to a school they come under the administrative responsibility of
the Principal and under the direction of the staff to whom the Principal delegates responsibilities. The
School Principal or their nominated representative usually the site coordinator is responsible for matters of
educational quality and equity related to the professional experience placement. The site coordinator
oversees all professional experience placements in the school and their role is vital in encouraging teaching
staff to host pre-service teachers.

Prior to placement

  ●     Allocate the pre-service teacher to a supervising teacher. This should be an experienced teacher with
        expert pedagogical content knowledge.
  ●     Discuss a possible program plan for the pre-service teacher with the supervising teacher including
        coordinating lessons to be observed.
  ●     Discuss the expectations of placement, and required reports with supervising teacher.
  ●     Explain your expectations to the pre-service teacher including length of the school day, dress code,
        mobile phone policy, car parking, and attendance at meetings.
  ●     Collect resources and school policies and routines (e.g. discipline policies, Occupational Health and
        Safety, Emergency Procedures etc) that may be of value to the pre-service teacher.

During Placement

  ●     Welcome the pre-service teacher into the school community.
  ●     Collect the Confidential Emergency Contact form from the pre-service teacher.
  ●     Familiarise the pre-service teacher with the organisation of the school, including timetables, daily
        organisation, management structure, and meeting schedules.
  ●     Explain other routines so that the pre-service teacher can more fully grasp the unique character of
        your school.
  ●     Ensure that the pre-service teacher is informed of Work Safety Regulations, especially emergency
        procedures.
  ●     Ensure supervising teachers are informed of the placement and they that thy have access to the RMIT
        Professional Experience Handbook.
  ●     Facilitate the resolution of difficulties between the supervising teacher and pre-service teacher.
  ●     Ensure that supervising teachers are aware that pre-service teachers are not left in sole charge of a
        class and that they must be supervised at all times.
  ●     Notify the Professional Experience (PX) team to request an RMIT University staff visit, if you have an
        unresolved concern about a pre-service teacher’s progress.
  ●     Ensure supervising teachers complete an Interim Placement report of the pre-service teacher’s
        performance, as well as End of Placement report (see Forms section of handbook).

On completion of placement

  ●     Please email a signed copy of the End of Placement report and the tax invoice to the PX team.

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  ●     Ensure the pre-service teacher also receives a copy of the End of Placement report or in final year the
        Classroom Ready.

Role of the Supervising Teacher

The supervising teacher is an experienced teacher with considerable subject area knowledge and
pedagogical expertise, and with a sound understanding of the Australian Professional Standards at the
Graduate Stage. The supervising teacher has the overall responsibility for the supervision, mentoring and
assessment of the pre-service teacher during the professional experience placement.

Prior to placement

  ●     Think about a possible teaching load for your pre-service teacher that will give a range of experiences
        and is suited to their stage of teaching development.
  ●     Think of team-teaching possibilities and other ways the pre-service teacher could gain valuable
        teaching experiences such as working with small groups of students.
  ●     Gather resources that you think could be of benefit to the pre-service teacher.

At the beginning of placement

  ●     Allocate a regular time for discussion and feedback with your pre-service teacher.
  ●     Introduce your pre-service teacher to staff.
  ●     Encourage your pre-service teacher to observe classes that they will be teaching and assist you in
        preparing and delivering a lesson.
  ●     Discuss ways that the pre-service teacher can plan and develop lessons, drawing on your knowledge
        of the curriculum and students.
  ●     Assist the pre-service teacher to observe, plan, implement and/or evaluate lessons. A generic lesson
        plan template is included in this handbook. We also encourage pre-service teachers to experiment
        with different lesson plan formats and you may have a preferred format that you will recommend.

During the placement

  ●     Negotiate a clear set of objectives for the pre-service teacher to reach during and by the end of the
        placement based upon their stage of development and the focus of placement.
  ●     Assist your pre-service teacher to plan lessons. However, the amount and the nature of this assistance
        will depend on your analysis of their early performance and level of confidence.
  ●     Provide written and verbal feedback that clearly identifies specific areas for improvement, and
        suggest ways to improve their performance.
  ●     Encourage your pre-service teacher to improve their understanding of professional approaches, and
        to take on more responsibility for more difficult or challenging teaching tasks, appropriate to their
        stage of development.
  ●     Involve your pre-service teacher in all aspects of routine classroom practice including marking rolls,
        transition, collecting data, assessment etc.
  ●     Encourage the pre-service teacher’s skill development, guide and support their achievement.
  ●     Model teaching strategies and techniques, including classroom management strategies.

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  ●     Encourage pre-service teachers to conduct formal observation.
  ●     Discuss pre-service teacher progress mid-way through their placement and complete the Interim
        Placement Report Form (see Forms section of handbook).
  ●     Alert the University professional experience office if the pre-service teacher is at risk of failing.
  ●     Work with the pre-service teacher to complete the Expression of Concern form.
  ●     Discuss the pre-service teacher’s progress with the University-based supervisor during their visit.
  ●     Discuss overall development at the end of each week with your pre-service teacher and suggest how
        this might shape their End of Placement Report Form (see Forms section of handbook).
  ●     Keep a record of all planned and unplanned pre-service teacher absence.
  ●     Provide supervision for the pre-service teacher and never leave them in sole charge of the class.

At the end of the placement

  ●     Complete and sign the End of Placement Report Form, and return it to the PX team.
  ●     Negotiate any additional days that may need to be undertaken where the pre-service teacher has
        missed days due to verified illness or other unexpected circumstances, or due to a public holiday
        falling during the placement period.

It is important that if problems arise during the placement, or you are not satisfied with the pre-service
teacher’s progress that you discuss these concerns with the PX team, who will then direct your concerns to
the Program Manager. If your concerns persist or if you feel the pre-service teacher’s progress is
unsatisfactory, the PX team will arrange an RMIT University staff visit to support you and the pre-service
teacher. The pre-service teacher should be made aware in writing that they are at risk of failing the
placement and be given sufficient time to improve their performance.



Role of the Pre-service Teacher

Professional experience is an important step in your professional journey. We ask that while on this
placement you act professionally and meet the following guidelines. Remember you are a guest in the
placement school and should act accordingly.

Prior to placement

  ●     Ensure you have completed and signed the RMIT WIL agreement and Inherent Requirements
        Agreement and return it to the Professional Experience (PX) team. These are only completed once for
        the entire program.
  ●     Ensure you have obtained a Working With Children Check and supplied evidence of this to the PX
        team.
  ●     Advise the PX team of any self-select placements you have had approved.
  ●     Advise the PX team of any changes to your contact information, residential address and enrolment
        information.
  ●     Advise the PX team of any potential conflict of interest. You should not undertake professional
        experience at a school that you work (or worked in), that employs close family members or people
        with whom you have a close relationship.


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    ●    Accommodate your placement with other work and family commitments.
    ●    Prior to placement, contact the school site-coordinator to confirm your daily starting and finishing
         times. It is reasonable to expect to commence school between 8:00-8:30 am and finish at 5:00pm.
    ●    Where possible, arrange a time to visit the school and your supervising teacher, identify the classes
         you will be teaching, what curriculum you will need to address.
    ●    Prepare your Professional Experience Folder (see resources section of handbook).

During placement

●       Arrive at school on time and remain in school for the whole day. Use your time productively to observe,
        plan and teach lessons.
●       Produce detailed lesson plans using the template provided, or one recommended by your supervising
        teacher.
●       Present lesson plans to your supervising teacher at least 24 hours prior to the lesson being taught, in
        order that they may provide you with support and advice.
●       Prepare all teaching and learning resources ready for the lessons that you will teach.
●       At the end of each lesson, or teaching episode, critically reflect on the things that you did well and
        things you might do differently next time.
●       Find time to discuss your reflections with your supervising teacher and actively seek their feedback.
        Make notes about the feedback and use this to identify strategies and actions you will take to make
        improvements.
●       Ensure that you and your supervising teacher are meeting regularly to discuss your performance. If
        your supervising teacher is not initiating regular conversations, then you should initiate such
        conversations, politely and courteously.
●       Keep a folder over the duration of your program of all the observations you conduct and the lessons
        you teach and contribute to.
●       Keep a log of your participation in activities beyond the classroom. This includes activities such as
        conducting yard duty with your supervising teacher, or attending staff meetings and professional
        development opportunities.
●       Maintain a well organised Professional Experience Folder of your teaching experience.

At the end of placement

    ●    Thank your supervising teacher and site-coordinator for their efforts in supporting your placement.
    ●    If you have missed days due to public holidays, illness, or other acceptable unforeseen circumstances,
         you need to make arrangements with your supervising teacher, site-coordinator and PX team to make
         up the missed days. In the case of illness or unforeseen circumstances, complete an Application for
         Extension form and have it signed by your supervising teacher and send a copy to the PX team.
    ●    Review your observations and lessons and make some summative notes and specific suggestions for
         improvement.
    ●    Obtain a copy of your End of Professional Experience Report from your supervising teacher. Sign the
         report and provide a copy to the PX team.
    ●    Collect your Confidential Emergency Contact Form from the site-coordinator.
    ●    Return any educational resources borrowed from the school.




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Role of the Professional Experience Team

The Professional Experience Team communicate with pre-service teachers, supervising teachers and site
coordinators to facilitate professional experience in schools.

Some key roles include:

  ●     Arrange the placement of pre-service teachers.
  ●     Serve as the central point of contact for schools.
  ●     Ensure all pre-service teachers have a satisfactory Working With Children Check.
  ●     Ensure each pre-service teacher has a signed RMIT WIL agreement and Inherent Requirements
        Agreement.
  ●     Notify pre-service teachers of their placement details.
  ●     Arrange a placement visit by an RMIT University staff member.
  ●     Liaise with the site coordinator/ program managers as necessary regarding pre-service teacher issues
        and implement support strategies.
  ●     Collect the pre-service teacher Interim Placement reports and end of Placement reports, and
        feedback from visiting RMIT University staff member.
  ●     Process the payment for supervising teachers and site-coordinators and forward to finance for
        processing.
  ●     Keep a record of pre-service teacher placements across the program lifecycle to ensure diversity in
        experience.

Role of the visiting RMIT University staff member

An RMIT staff member will visit pre-service teachers during one of their placements in third and fourth year
of their program to provide pre-service teachers with support and additional, objective feedback. Staff
members however do not formally assess teaching performance; this is the responsibility of the supervising
teacher. The visit is also an opportunity for pre-service teachers, supervising teachers and site coordinators
to raise concerns, which may result in additional visits.

The staff member will contact the pre-service teacher and the school before making a visit. Sometimes it
can be difficult to organise a time to visit, and pre-service teachers are asked to assist with making these
arrangements. This may involve a phone call and emailing a teaching timetable.




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ASSESSMENT OF PROFESSIONAL EXPERIENCE

To successfully complete their program, pre-service teachers must successfully complete the Professional
Experience components of courses and in addition pass coursework assessments associated with each
course. The overall responsibility for the assessment of Professional Experience remains with the
University, however, it is supervising teachers provide summative feedback that attests that pre-service
teachers are meeting expectations, the VIT code of conduct and the Graduate Teacher Standards.

RMIT University needs to ensure that only those pre-service teachers who have met the Graduate Teacher
Standards enter the profession and gain qualified teacher status.

Protocols for Supporting Pre-service Teacher Progress

Pre-service teachers should meet with their supervising teachers to discuss their teaching performance
regularly throughout placement. Both pre-service teachers and supervising teachers should document
feedback. If either the supervising teacher or pre-service teacher have concerns about the placement, an
Expression of Concern Form (see forms section of handbook) should be completed and sent to the PX
Office, so that further action, such as a visit by an RMIT staff member can be taken.

There are two points during each PX placement where formal feedback is given to pre-service teachers,
these are at the midpoint and the end of each PX placement.

Interim Placement Report

At the mid-point of placement, pre-service teachers should schedule a discussion with their supervising
teacher to review progress to date. It is the pre-service teacher’s responsibility to ensure this conversation
takes place. A copy of the completed form, signed by the supervising teacher, should be sent to the PX
office. If two or more areas are identified as ‘needs improvement’ the PX office need to be notified and an
RMIT staff visit organised. A copy should also be given to the pre-service teacher to place in their
Professional Experience Folder.

End of Placement Report

At the end of placement pre-service teachers should receive an end of placement report (see forms section
of handbook) from the supervising teacher, which needs to be discussed and signed by both the supervising
and pre-service teacher. The overall assessment needs to be satisfactory, to complete the placement. A
copy of the signed completed form needs to be sent to the PX office. A copy should also be given to pre-
service teacher to place in their Professional Experience Folder.

We ask supervising teachers to broadly assess pre-service teachers against the Professional Knowledge and
Professional Engagement domains, and to specifically assess them against the Professional Practice
domain, as these relate to the teaching cycle of planning, teaching, assessing, and reflecting.

Please assess the pre-service teacher as:



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Learning - in their 1st year Professional Experience courses indicating an understanding of expectations of
graduate standards.
Consolidating - in their 2nd and 3rd year Professional Experience courses indicating whether they are
beginning to meet graduate teaching standards.
Graduating - in their 4th year Professional Experience course indicating that they have met graduate
teaching standards.

Use the following ranking for your evaluation:
MS - Meets Standard: Consistent evidence of knowledge, practice, engagement that meet the standard
descriptors.
SP - Satisfactory Progress: Consistent evidence of knowledge, practice, engagement that pre-service
teacher is moving to meet the standard descriptors.
RA – Requires Attention: Inconsistent, little or no evidence of knowledge, practice, engagement, and
awareness that meet the standard descriptors
NE – Not Encountered: The pre-service teacher did not have the opportunity to demonstrate their progress
toward this standard descriptor/s.

Unsatisfactory Performance

While the majority of pre-service teachers will have highly rewarding and successful Professional
Experience, some may find it a challenge. Site coordinators and supervising teachers should discuss and
document concerns with pre-service teachers, so they can make every effort to take advice on board,
address areas of concern and improve performance. The mid-point review and completion of the interim
placement report is an important mechanism to review pre-service teacher progress.

Concerns may arise at any time during the placement and may not become apparent until after the mid-
point review. When the PX office receives notification of concerns, they will liaise with the site coordinator
and Program Managers to implement support strategies, including accessing RMIT support services.

On occasion, the site coordinator or supervising teacher will judge performance as unsatisfactory. When a
pre-service teacher receives an unsatisfactory result for the PX placement, they will be identified as ‘at risk’
in accordance with the Assessment and assessment flexibility policy will be asked to attend an ‘At Risk’
meeting with an academic advisor after the release of result, to discuss retaking the relevant course. Pre-
service teachers need to be advised however that this will substantially add to the duration of the program
as re-enrolment in the course in subsequent semesters will need to occur.

Delayed or Deferred Professional Experience

Pre-service teachers must complete the number of placement days specified for the course in the semester
of enrolment. If days are missed due to illness, bereavement or public holidays, days must be made up at
the discretion of the school as soon as is practical. However, made up days cannot be scheduled where they
conflict with RMIT University classes. Failure to complete the number of days or minimum teaching time
within the semester of enrolment will result in a fail grade.




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Pre-service teachers who cannot complete the specified requirements of a course by the due date,
including scheduled placement days for extenuating circumstances (e.g. illness or injury), must submit
either an Application for Extension of Time form or apply for Special Consideration.

All pre-service teachers need to sign the Inherent Requirements Agreement before undertaking
Professional Experience. On occasion, pre-service teachers face serious difficulties that mean that they, or
teaching staff, consider that they are unable or unprepared to undertake their placement at the usual time.
Examples of such situations are:

      ●     W here a pre-service teacher has a mental or physical illness which severely limits their capacities
            for a time-limited period.
      ●     W here a pre-service teacher has been selected for the program and subsequently found to be
            needing further support in communication skills.
      ●     Where pre-service teachers have not completed the required academic work (or briefing sessions)
            prior to the beginning of placement.

If pre-service teachers consider they are in such a situation, they should in the first instance, consider
enrolling in the relevant course in a different semester and in the case of mental or physical illness,
approach the Equitable Learning Service for advice.

Early Termination of Professional Experience

When on Professional Experience we expect all pre-service teachers to act professionally. A placement may
be terminated at the discretion of the School Principal or site coordinator where that conduct contravenes
the Student conduct policy. For example, if you:

      ●     Behave in a manner that is indecent or offensive to the extent that it is likely to make any others
            feel unsafe in the RMIT learning and working environment.
      ●     Harass, intimidates or bullies any person (or attempts to).
      ●     Wilfully, recklessly or negligently engages in a course of action that causes or may cause physical or
            psychological harm or arouses apprehension or fear, either directly or indirectly, either physically,
            verbally, electronically or by any other means.
      ●     Engage in any other conduct, whether within or outside RMIT premises, that may be prejudicial to
            the good order and discipline of RMIT or is likely to bring RMIT into disrepute.



For the complete Student conduct policy: www.rmit.edu.au/about/governance-and-
management/governance/policies/student-conduct-policy

General misconduct will be forwarded to a senior officer in the School of Education. General misconduct
and academic misconduct may result in expulsion or suspension from the program.

If you make a unilateral decision to terminate your placement without having completed the mandated
total teaching days, or without consulting the PX Team, you will fail the Professional Experience Course you
are enrolled in. You will be identified as "at risk" as per the Assessment and assessment flexibility policy.


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If a placement is terminated at an early stage, the Program Manager will carefully review the situation, and
the learning needs of the pre-service teacher and make recommendations about:

      ●     The length and timing of the placement.
      ●     Special learning needs.
      ●     Special requirements in relation to placement.
      ●     Requirements in relation to course enrolment policy.
      ●     Nature of the learning environment, and appropriate work.
      ●     Pass on this particular information to the next site coordinator.

Unresolved Concerns

Very occasionally, pre-service teachers may have issues or concerns about their Professional Experience.
Where issues between a pre-service teacher and supervising teacher cannot be resolved the first course of
action is to discuss the concerns or issues with the site coordinator. If this fails to resolve the issue, the pre-
service teacher should contact the PX office and provide an explanation of the issue in writing using
Expression of Concern Form (see Forms Section of handbook). This may prompt a visit by an RMIT staff
member to provide additional support.




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PROFESSIONAL EXPERIENCE POLICIES

Placement Policy
All pre-service teachers are placed in a registered school or centre. Government schools are registered with
the Department of Education and Early Childhood Development and non-Government schools are
registered with the Registered Schools Board. Pre-service teachers are placed partner schools / centres by
the Professional Experience Office.

Pre-service teachers are placed according to the following guidelines:

    1. Pre-service teachers are not placed in a school they attended.
    2. Pre-service teachers are not placed in a school / centre at which they are currently employed.
    3. Pre-service teachers are not placed in a school / centre at which their children or siblings are
    currently enrolled, or in a school / centre at which a relative is employed.
    4. Pre-service teachers cannot arrange for their children to be placed in the same school / centre as
    themselves during their placement.
    5. Placement dates are set in advance and absences for work or other commitments are not permitted.
    6. Pre-service teachers cannot be paid whilst on placements or internships.


Special needs or circumstances are considered when arranging placements. However, special arrangements
must meet course requirements and contribute to the pre-service teacher’s successful development as a
classroom teacher or practitioner capable of participating fully in the responsibilities of the profession.

Occupational Health and Safety

Health Precautions
Pre-service teachers are advised to take the following protective measures regarding their own health while
on placement:

      ●     Ensure immunisation against Hepatitis, Measles, Poliomyelitis, Diphtheria, Tetanus and Rubella is
            up to date
      ●     Ensure that you are physically healthy during placement.
      ●     Take particular care with personal hygiene while on placement.

School / Centre OHS Induction
Pre-service teachers should ensure that they are informed by the school / centre of:

      ●     Occupational health and safety procedures in the school and on relevant excursions and camps.
      ●     Accident, first aid and emergency procedures and responsible personnel.
      ●     Policies relating to allergies and anaphylactic shock.
      ●     Staff and student duty of care, welfare and discipline policies.
      ●     Privacy legislation requirements.
      ●     Professional expectations of student teachers.


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