Week by week suggested guideline for ETP502 (ETP420) Teaching and Learning 2 Professional experience in schools helps to develop the professional knowledge, skills and attitudes needed for beginning teachers. The professional experience promotes learning about professional contexts, about educational settings and practices, about schools and other learning settings and most importantly about teaching and learning strategies that foster students’ growth and development. The following schedule is a guide to provide ideas and elaborate on the unit content and in-school learning tasks. The schedule can be varied according to the needs/situations of the school, the context and pre-service teacher. TIMELINE PRE-SERVICE TEACHER MENTOR TEACHER Before the Make sure your criminal history check has been Make contact with your Mentor teacher to establish a and provide the details they will need (a visit is If possible clarify details Organise a timetable of days of for the teacher. yourself with the of the handbook and with the forms (A, B & C). complete
school has for staff. Day 1 & 2 of the Experience Establish or with students, mentor and Learning leader (PLL) as Acquaint yourself with the routines of the school. Take note of your yard duty and meeting Work as a with Introduce or the teacher to the principal and other staff where Check with the teacher about the specific of the experience and how they can be Discuss individual student needs and
general activities (see support for and at Focus on a close of the the the and the assisting as a Continue reflective journal entries. Provide access to your program and planning resources to assist the teacher to create their lesson plans. Discuss the reflective journal with teacher. Give feedback on sections he or she is willing to share. Decide 1 – 2 lessons that the teacher can teach during their next
visit and help them locate resources to support their planning. Day 3 - 5 of the Teach 1 – 2 lessons as the previous week. Ensure that your mentor has the lesson plans before your return to the school so they can give you general activities. Check general activities have been Support the teacher with their in-school task related to ‘Teaching & Learning 2 ETP420 – Child and Applying on complete
These will become part of your reflective journal planning and for task ‘Applying to Practice.’ Choose the area of child and you wish to focus on: Physical Cognitive Principles to Practice. Offer for how the theory can relate to planning and teaching a unit of work. Discuss the reflective journal with the teacher. The focus of reflection for this unit is using about and Child to influence planning
Discuss with the mentor teacher the mini unit of week that you will teach in your one week block. Start to gather for units of work can be found at the InSchool site. Continue reflective journal entries. Meet with Mentor teacher and discuss and fill in ‘Form A: of sequence of lessons to be taught during the one week block and assist with provision of teaching This is generally the first sequence of lessons the teacher will have taught. Provide your timetable and relevant planning to assist the teacher with their planning and
The Nature of This form is filled at the midpoint of the and again at the end. for the one week block. Give the teacher written and oral feedback on the lessons they have taught. Discuss reflective journal entries that teacher is willing to share. Monitor progress on the task, ‘Applying Principles to Practice’ Meet with teacher and
discuss and fill in ‘Form A: The Nature of Give the teacher and CDU timely feedback as to progress. (See “At Risk” if Email Form A to: 1 week block of teaching Teach for the week or as Provide mentor with on which This is the first time that teachers are expected to teach and they will require
they can record their feedback about your planning and teaching. Meet with Mentor teacher and discuss ‘Form A: The Nature of the task ‘Applying to Practice.’ Present a clear, and of your support to design, and reflect on the teaching and learning. Give written and oral feedback on teacher planning teaching and Discuss the reflective journal with teacher. Give feedback on sections he or she is willing to share. Complete Form A:
learning to a forum of your choice that must include your mentor teacher. In a Teaching School this would occur in a weekly tutorial. The will focus on of why the defined target group of students may have difficulty learning in schools ‘The Nature of Teaching, giving the pre service teacher and CDU timely feedback as to progress. (See “At Risk” if Attend the ‘Applying Principles to Practice’ and fill out the rubric ‘Form B: Applying Principles to Practice’ in the