Bachelor of Health Physical Education & Sport
School of Education Bachelor of Health Physical Education & Sport Professional Experience Handbook 2019 Guidelines for Pre-service Teachers Supervising Teachers Principals/Site Coordinators RMIT University Staff
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 2 of 42 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 Outline of the Professional Experience Courses 6 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
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 3 of 42 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 Resources 32 Lesson Template 33 Observation Template 35 Weekly Planning Log 36 Additional Activity Log 37 Professional Experience Folder Guidelines 38 GTPA - Explanation 39
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 4 of 42 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 firstname.lastname@example.org Professional practice coordinator Shona McIntosh email@example.com Academic director, professional practice Melanie Nash firstname.lastname@example.org 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 & Sport Program Jason Wong email@example.com
- 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.
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 6 of 42 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 Semester Course Information Course Description Y1/S1 TCHE2654 Professional Experience: Fundamentals of Movement and Instruction (PX1 - 9 days) PX1 is your first opportunity to experience teaching in the school setting.
Assessment of this placement is categorized as LEARNING This course is delivered on campus where sessional staff members with current teaching experience prepare pre-service teachers for their first professional experience in a primary school. The focus of the course is to introduce pre-service teachers the foundations in Health and Physical Education pedagogy (e.g. teaching of fundamental movement skills) that underpins the pedagogy of more complex movement skills as students transit from primary to secondary schools. The course also aims to establish professional attitude, undertaking focused observations and feedback of specified elements of primary PE teaching and teaching practices.
During the 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: Understanding Learners in Health, Physical Education and Sport (PX2 - 11 days) PX2 is conducted at the same school as semester 1 and will allow you to build on your previous experience. Assessment of this placement is categorized as LEARNING This course is delivered in on campus, where sessional teaching staff members with current classroom practice prepare pre-service teachers for their second placement in the same school as their first placement without their peer-mentor. Emphasis will be placed on building a more comprehensive understanding and application of teaching competencies where the acquisition of teaching skills and professional competencies are applied in the professional experience placement.
Pre-service teachers continue to undertake focused classroom observations, plan for and teach small groups, but begin to teach whole class activities and parts of lessons to the whole class.
Y2/S1 TCHE2649 Professional Experience: Instructional Approaches to Physical Education (PX3 - 11 days) PX 3 will be conducted in a secondary school setting and require you to develop skills in planning lesson sequences. Assessment of this placement is categorized as CONSOLIDATING RMIT staff members deliver this course on campus, where emphasis will be placed on building a comprehensive understanding of, and ability to apply teaching competencies to the teaching of physical education and sport in a secondary school context. Pre-service teachers are placed in partner secondary schools and supported by their respective Supervising Teacher in schools.
They also move from planning and teaching single lessons to sequencing lessons for the whole class.
Y2/S2 TCHE2613 Professional Experience: Advanced Instructional Approaches to Physical Education (PX4 - 11 days) PX4 will allow you to further develop your teaching skills and introduce you to different pedagogical models. Assessment of this placement is categorized as CONSOLIDATING This course further develops pre-service teachers’ knowledge and skills in the teaching of health, physical education and sport (HPE&S) in secondary schools. They will apply strategies to incorporate modified and creative 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 experience placement in secondary schools.
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 7 of 42 Y3/S1 TCHE2652 Professional Experience: Beyond the classroom (PX5 - 6 days) PX5 will provide you with the opportunity to experience a coteaching role. Assessment of this placement is categorized as CONSOLIDATING This professional experience course provides pre-service teachers with the opportunity to develop their leadership skills by mentoring a Year 1 preservice teacher in the program. Pre-service teachers are placed with a Year 1 mentee in a primary school and co-teach during the professional experience.
They will be supported by the school’s Supervising Teacher. Y3/S1 TCHE2650 Professional Experience: Alternate Method Curriculum A. (PX6 - 6 days) Assessment of this placement is categorized as CONSOLIDATING This course is delivered in part on campus, where Industry Fellows and sessional teaching staff with current classroom practice prepare pre-service teachers for their first professional experience teaching their alternate method in secondary schools. Pre-service teachers will be introduced to curriculum frameworks and appropriate methodologies for their teaching. Y3/S2 TCHE2651 Professional Experience: Alternate Method Curriculum B (PX7 - 10 days) Assessment of this placement is categorized as CONSOLIDATING This course builds upon the foundations of curriculum planning and classroom pedagogies from TCHE2650 Professional Experience: Alternate Method Curriculum A and extend pre-service teachers’ knowledge and skills to plan, teach, assess, evaluate and report on student learning based on their selected 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: Inclusion and Diversity in Movement Contexts (PX8 - 6 days) PX8 will be conducted in placement in a disability/ Special Needs or alternate setting.
Assessment of this placement is categorized as CONSOLIDATING This course builds on key concepts of social inclusion/exclusion and inclusive practices within Health, Physical Education and Sport. The course will develop pre-service teachers’ knowledge on planning for differentiation in teaching strategies to meet the learning needs of students with diverse abilities, and/or from diverse linguistic, cultural, religious, sexual/gender and socioeconomic backgrounds. Y4/S1 TCHE2655 Professional Experience: Professional Readiness (24 credit point) (PX9 – 30 days) PX9 provides you with a capstone experience which will give you the opportunity to integrate, critically reflect on and consolidate what you have learned in your program.
During this placement you will conduct your Teaching Performance Assessment (GTPA).
Assessment of this placement is categorized as GRADUATING The course is designed to assist you to transition to the workplace and the profession. You will prepare for entering the profession through finalizing 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. In this sustained placement pre-service teachers move from teaching whole days to teaching consecutive days. By the end of the placement, pre-service teachers should be confidently planning and teaching the whole class for a minimum of five consecutive days, in consultation with their Supervising Teacher.
This placement provides an opportunity for pre-service teachers to consolidate and apply their learning about planning, teaching, assessing and reflecting developed over the previous years of their program. Pre-service teachers are expected to audit their achievements against the AITSL Graduate Teacher Standards and establish professional learning goals to address any 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
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 8 of 42 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.
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 9 of 42 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.
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 10 of 42 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.
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 11 of 42 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-ofconduct/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.
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 12 of 42 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 videotaped 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.
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 13 of 42 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.
- 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.
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 18 of 42 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 preservice 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:
BHP&S Professional Experience Handbook 2019 School of Education Unclassified Status: DRAFT Version: 0.1 DocRef: TRIM Document:PX booklet BHP&S.docx Editor: Melanie Nash Save Date: 10/04/2018 Page 19 of 42 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 midpoint 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. Preservice 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.