Week by week suggested guideline for EPE210 Professional Experience: Learner Development EC

Professionalexperiencehelpstodeveloptheprofessionalknowledge,skillsandattitudesneededfor beginningteachers.Theprofessionalexperiencepromoteslearningaboutprofessionalcontexts,educational settingsandpractices,andmostimportantlyaboutteachingand learning strategiesthatfosterstudents’growthanddevelopment.

Thefollowingscheduleisaguidetoprovideideasandelaborateontheunitcontentandin-schoollearningtasks. Theschedulecanbe variedoraddedtoaccordingtotheneeds/situationsoftheschool,thecontextandpre-service teacher.

TIMELINE / PRE-SERVICE TEACHER / MENTOR TEACHER
Before the Professional Experience /
  • Nominate online
  • Complete your criminal history check and forward to placement school and CDU Professional Experience Office
  • Once placement is confirmed, contact your mentor teacher and provide the details they will need (a visit is preferable)
  • Clarify details regarding placement and initial expectations of placement (where possible)
  • Prepare yourself for the commitment of a teaching day: Typically you should arrive at the school 20 minutes before the students start and at least one hour after children leave.
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  • Organise a timetable of days of attendance for the pre-service teacher
  • Familiarise yourself with the requirements of the professional experience handbook and with the assessment forms
  • Check with the pre-service teacher about the specific requirements of the professional experience and how they can be accommodated

Week 1
(Days 1 - 5) /
  • Use reflective journal and discuss entries with mentor teacher
  • Introduce yourself to the children and other staff
Pre-service teachers should be involved this week with:
  • Marking attendance, yard duties
  • Undertaking either individual observations and individual summaries of children or general observations to gain an understanding of the teaching context
  • Focus on observations of the class(es), the teacher(s), the program(s) and the resources, assisting as a co- teacher/aide
  • Organising/settling children
  • Assisting and coordinating transitions
  • Attending staff/room meetings
  • Preparing draft lesson/day book plans and seek feedback
  • Undertake ongoing planning and daily teaching for groups/individuals, teaching a minimum of three full days.
EC specialisation pre-service teachers may elect to day book format (refer to resources heading on the InSchool site). /
  • Introduce pre-service teacher to the director/principal and other staff where appropriate
  • Discuss the reflective journal with the pre-service teacher. Give feedback on how you will respond to planning and teaching
  • Give the pre-service teacher opportunities to complete and discuss observations
  • Provide access and time to discuss your observations and how you plan your program and undertake observations
  • Check draft lesson plans and provide feedback and suggestions
  • Allow the pre-service teacher opportunities to manage lesson transitions and working with small groups
  • Pre-service teacher and mentor teacher discuss:
  • The language of the profession
  • Emergent teacher identity, personal philosophies, developing and shaping philosophies/beliefs, finding common ground in teacher philosophies/beliefs
  • Development of positive attitudes and perceptions – culture, and aesthetic environment of room, routine and layout
  • Teacher and child interaction techniques – fostering relationships with children, teaching strategies
  • Duty of care
  • The EYLF and/or Australian curriculum
  • Planning for assessment
  • Ways of gathering evidence and report writing
  • Policy/planning documents
  • Day 5 - Complete ‘‘Form A”, the Interim Report and send to:

Week 2 / Pre-service teacher’s involvement continues plus the following
  • Planning and teaching full days.
  • Planning and teaching building up to 5 sequential lessons with a focus on teaching methodologies and embedded assessment
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  • Give the pre-service teacher feedback as to progress
  • Give the pre-service teacher opportunities to complete and discuss planning and reflection
  • Assist pre-service teacher’s reflection through oral and written feedback on day book plans and teaching
  • Allow the pre-service teacher opportunities to teach
  • Discuss the reflective journal with pre- service teacher.

Final Day of Placement /
  • Discuss with your mentor teacher and complete placement assessment forms, and discuss progress.
  • Take a copy of these forms for your records to keep as part of your teaching portfolio. Show evidence where these competencies are being addressed
  • Send original copies of completed Assessment forms and Time sheet to: with a cc to your mentor teacher
  • Work as a co-professional in the classroom supporting students in small groups and individually
  • Continue reflective journal entries
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  • Mentor teacher to complete Form B & C. Revisit and review progress made by pre- service teachers and complete 2nd instance of Form A. Use the reflective journal as a tool to facilitate discussion with the pre- service teacher
  • Discuss progress made by pre-service teacher

After the placement /
  • Ensure that you have completed the required in-school days. If not, negotiate with your mentor teacher about suitable times to complete this requirement. All missed days including public holidays must be made up
  • Submit all paperwork to the Professional Experience Office
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  • Complete all relevant paperwork and return to the Professional Experience Office

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