program(s) and the resources, assisting as a co- teacher/aide in: assisting and coordinating transitions Attend staff/room meetings Prepare draft lesson plans and seek feedback Undertake further ongoing planning and daily teaching for groups/individuals. Begin discussions, planning and organisation with a focus on meeting APST 3 and 5 for planning and teaching, and assessment and reporting of student learning. Planning and teaching (with collaboration, and feedback from mentor teacher) at least two weeks incorporating solid/fulltime teaching. Planning and teaching a sequence/unit of work with a focus on teaching methodologies with embedded assessment transitions and working with small groups Check draft lesson plans and provide feedback Pre-service teacher and mentor teacher discuss: the language of the profession emergent teacher identity, personal philosophies, developing and shaping philosophies/beliefs, development of positive attitudes and perceptions – culture and environment of room, routines and layout teacher and child interaction techniques fostering relationships with children, teaching strategies duty of care the Australian Curriculum policy/planning documents practices in catering for diverse learning needs Weeks 2 and 3 Pre-service teacher’s involvement continues plus the following: Planning and teaching (with collaboration, input and feedback from mentor teacher) full days building up to a minimum of 5 sequential lessons Continue reflective journal entries Ensure that your mentor has lesson plans at least one day before they are to be taught; sequences one week ahead Manage lesson transitions, assessment of tasks, setting up for At the end of Day7 - Complete Interim Report and send to: Give the pre-service teacher (and if necessary, CDU) feedback as to progress. (See “Reporting Degrees of Concern” procedures if necessary) 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 PST opportunities to teach Discuss the reflective journal with PST
teaching and learning Research different ways of gathering evidence of student learning 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: Work as a co-professional in the classroom supporting students in groups and individually Continue reflective journal entries. Complete general observation activities (refer to "observation forms" under "student resources" see InSchool). These will become part of your reflective journal and your PoE* Use the reflective journal as a tool to facilitate discussion with the pre- service teacher Discuss progress made by pre-service teacher. Mentor teacher to complete rubric and assessment in the final report and return to Professional Experience Office on or before: Semester 1 – 15 June; Semester 2 - 1 November. After the placement Ensure all 15 days have been completed. Maintain a copy of completed Assessment Forms. Ensure that forms have been emailed to *Portfolio of Evidence (POE)– completed online portfolio presented to host school at the conclusion of the course. The PoE provides the explicit demonstration of evidence that addresses the Australian Professional Standards for Teacher (APSTs). Pre-service teachers are encouraged to collect evidence towards this portfolio from the commencement of this first Professional Experience.