organisation of professional experience placements
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FACULTY OF EDUCATION Professional Experience Handbook 2014 Version 7 J a n Professional u a r y 2 0 1 4 Experience Handbook 2014 Page 1 SECTION 1 ........................................................................................................................ 4 INTRODUCTION ................................................................................................................ 4 SECTION 2 ........................................................................................................................ 5 GOALS OF THE PROFESSIONAL EXPERIENCE PROGRAM ..................................................... 5 SECTION 3 ........................................................................................................................ 7 ORGANISATION OF PROFESSIONAL EXPERIENCE PLACEMENTS .......................................... 7 Personal and Financial Planning .................................................................................................................... 7 Eligibility to Undertake a Professional Experience Placement ...................................................................... 7 Applying for Placement .................................................................................................................................. 8 Pre-service teacher contact with schools and settings .................................................................................. 8 Conflict of interest: ........................................................................................................................................ 9 Special Circumstances .................................................................................................................................... 9 Changing a confirmed placement .................................................................................................................. 9 Notification of placement .............................................................................................................................. 9 Introducing yourself prior to commencement of placement ...................................................................... 10 Hours of attendance .................................................................................................................................... 10 Leave of Absence ......................................................................................................................................... 10 Exemptions from Professional Experience .................................................................................................. 10 Absences: Permitted Days Absent ............................................................................................................... 11 Students at risk of failing a professional experience placement ................................................................. 12 Withdrawal from Professional Experience .................................................................................................. 13 Excursions .................................................................................................................................................... 14 Industrial Action ........................................................................................................................................... 14 Transporting School/Centre/Service Students ............................................................................................ 14 Legal responsibility of pre-service teachers ................................................................................................. 14 Accident Insurance....................................................................................................................................... 15 Return of documentation ............................................................................................................................ 16 SECTION 4 ...................................................................................................................... 17 ROLES & RESPONSIBILITIES OF PROFESSIONAL EXPERIENCE PARTNERS ............................ 17 UNIVERSITY STAFF ....................................................................................................................................... 17 STAFF OF SCHOOLS AND EARLY CHILDHOOD EDUCATION SETTINGS.......................................................... 19 INFORMATION FOR ASSOCIATE TEACHERS ................................................................................................. 20 INFORMATION FOR PRE-SERVICE TEACHERS ............................................................................................... 21 Obtaining assistance when experiencing difficulties ................................................................................... 23 SECTION 5 ...................................................................................................................... 25 PROFESSIONAL, ETHICAL & LEGAL RESPONSIBILITIES ....................................................... 25 Child Protection Procedures ........................................................................................................................ 25 Mandatory Anaphylaxis Training For All Initial Teacher Education Students .............................................. 25 Code of Conduct for Professional Practice .................................................................................................. 27 Professional Experience Handbook 2014 Page 2 Code of Conduct for Professional Practice .................................................................................................. 28 Ethical Considerations.................................................................................................................................. 30 Occupational Health and Safety (OH&S)...................................................................................................... 32 SECTION 6 ...................................................................................................................... 33 LEARNING & TEACHING .................................................................................................. 33 THE PLANNING PROCESS ............................................................................................................................. 33 Lesson Plans ................................................................................................................................................. 34 SECTION 7 ...................................................................................................................... 35 ASSESSMENT AND REPORTING ....................................................................................... 35 Procedures for Assessment and Reporting in professional experience....................................................... 35 For pre-service primary and secondary teachers commencing a placement after February 28th 2014 ...... 36 Guidelines for awarding grades for the professional experience ................................................................ 37 Pre-service teacher “at risk”: Guidelines for Associate Teachers ................................................................ 37 Albury-Wodonga ........................................................................................................ 39 Consequences of failure on professional experience .................................................................................. 39 Consideration for the Award of Outstanding in Professional Practice ........................................................ 44 Professional Experience Handbook 2014 Page 3 SECTION 1 INTRODUCTION The professional experience component of each of the Faculty of Education’s teacher education courses has been designed to play an important integrating function for all strands within each course. The time spent in schools or early childhood settings enables a preservice teacher to apply the theoretical concepts developed throughout their course to the practical realities of the school or early childhood context. This time has been carefully structured so that there is both a gradual introduction to the diverse roles of a teacher and a graded development of the practical knowledge and skills necessary for teaching. Pre-service teachers are able to access placements for professional experience because of the assistance and generosity of the principals, directors and staff of many schools and other educational settings. This places particular obligations on pre-service teachers to contribute positively and professionally to the community of their placement school or setting. We encourage pre-service teachers to consider undertaking professional experience placements in their later years of study in remote locations in NSW, interstate or overseas. Pre-service teachers need to be fully aware that undertaking professional experience may require that they live away from home or campus in order to be placed in an available school or setting appropriate to their course. It is therefore necessary that students consider in advance the necessary planning and budgeting required to ensure that they are able to fulfil the professional experience requirements of their course. This handbook contains general information concerning the organisation of professional experience programs. Each professional experience subject has a separate Guide to the Professional Experience Placement specific to that placement. This Guide to the Professional Experience Placement can be accessed through the Interact site for the particular subject and is also available on the professional experience website at http://www.csu.edu.au/faculty/educat/pep/home Professional Experience Handbook 2014 Page 4 SECTION 2 GOALS OF THE PROFESSIONAL EXPERIENCE PROGRAM The aim of the professional experience program is to facilitate the development of necessary professional knowledge, skills and attributes for effective teaching through collaboration with site-based educators in appropriate professional contexts. The goals of the program are to provide a structured, site-based program which enables preservice teachers to develop their knowledge and skills in the following domains of teaching in ways that are appropriate to contexts and the age and stage of learning of their students: Professional knowledge, including knowledge of students and how they learn; and knowledge of subject content and how to teach it; Professional practice, including the capacity to plan for and implement effective teaching and learning the capacity to create and maintain supportive and safe learning environments; and the capacity to assess, provide feedback and report on student learning. Professional engagement, including engagement in professional learning engagement professionally with colleagues, parents/carers and the community In addition, the professional experience program will assist teachers to: develop knowledge and skills about the practice of teaching at an appropriate pace; make explicit connections between campus-based and site-based learning; engage in continuing dialogue (based upon ongoing observation) with mentors and university liaison personnel with a view to improving understanding of, and capacity to undertake, effective teaching; lay the foundation for continuing study, research, self-evaluation and increasing effectiveness within the context of changing educational and social conditions; develop a sense of responsibility for acquiring the professional and personal qualities and competencies necessary to begin a teaching career through the identification and evaluation of individual objectives; and reflect on their suitability, performance and effectiveness as teachers. Professional Experience Handbook 2014 Page 5 The site-based placement also provides opportunities for experienced professionals to make authentic assessments of a pre-service teacher’s suitability, performance and effectiveness as a beginning teacher. Assessment of school-based professional experience placements is based on the preservice teacher’s achievement of the Graduate Standards specified by accrediting authorities at a level prescribed by the University for each stage of a given course of study. The Professional Standards for Teachers (Graduate Standards) are drawn from the Australian Professional Standards for Teachers and can be found at http://www.nswteachers.nsw.edu.au/Main-Professional-Teaching-Standards/nationalprofessional-standards-for-teachers/ Assessment of professional experience placements in Early Childhood settings is based on criteria which reflect The National Quality Standard for Early Childhood Education and Care, the National Quality Framework and the Early Years Learning Framework, and the requirements of the Australian Children’s Education and Care Quality Authority (ACECQA). These documents are available on the following websites: National Quality Standard for Early Childhood Education and Care http://www.deewr.gov.au/Earlychildhood/Policy_agenda/quality/documents/nqstandardchilde du.pdf. Early Years Learning Framework http://education.gov.au/early-years-learning-framework ACECQA Guidelines for approval of Early Childhood Education and Care Qualifications http://www.acecqa.gov.au/approval-of-early-childhood-education-programs Professional Experience Handbook 2014 Page 6 SECTION 3 ORGANISATION OF PROFESSIONAL EXPERIENCE PLACEMENTS PERSONAL AND FINANCIAL PLANNING Pre-service teachers may need to make special arrangements re childcare, work, travel and short-term accommodation in order to complete the program and these arrangements may involve significant financial costs which must be borne by the pre-service teacher as a cost of undertaking the course. Some financial assistance may be available and pre-service teachers may contact the Professional Experience and Partnerships Coordinator on their home campus to enquire about available financial support in special circumstances. However, the primary responsibility for managing the personal and financial preparation required to undertake placements away from home or campus remains with the pre-service teacher. ELIGIBILITY TO UNDERTAKE A PROFESSIONAL EXPERIENCE PLACEMENT Eligibility to proceed with teaching practice is NOT automatic. Eligibility to undertake the professional experience placement will be based on a student’s overall preparedness (including attendance at any compulsory preparatory classes) to undertake the placement; academic progress within the entire course; and academic progress in the current academic session. Please note some further requirements for eligibility: students must be enrolled in a CSU professional experience subject before undertaking a placement; no placement may be started until a school/EC setting has been notified by the Professional Experience Unit that a student will be attending a placement; and no student may begin a placement until they have been notified by the Professional Experience Unit of their eligibility to do so. Pre-service teachers will not be permitted to attend placements unless: All prerequisite placements and/or subjects have been successfully completed and any eligibility requirements have been met; They have provided a Working With Children number to the PEU;VIC (Albury) students have obtained a Victorian Working With Children Check Card in addition to the NSW WWCC. Child Protection and Anaphylaxis training have been successfully completed and verified by the PEU Professional Experience Handbook 2014 Page 7 Those placed in states other than the above have organized their own appropriate Working with Children checks and the required documentation for that state, and provided the Professional Experience Unit with certified copies of such documentation. APPLYING FOR PLACEMENT Internal students: It is the responsibility of staff in the Professional Experience Unit (PEU) to arrange placements for internal students. Prior to the professional experience placement the Professional Experience Unit contacts Principals/Directors of schools, educational sites or Early Childhood settings requesting the names of teachers willing to act as Associate Teachers to support pre-service teachers undertaking professional experience placements. Pre-service teachers enrolled in on-campus courses submit an application for a placement either by means of a specific form or by using the Inplace online system. Internal students are welcome to indicate a preference for a particular locality but should be aware that this in no way guarantees them a placement in this locality as placements are determined by offers received from school and EC settings. Where a pre-service teacher has indicated a preference for a particular geographic locality, it should be noted that this will include schools/EC settings located within a radius of 70km from the preferred location. Schools and EC settings have the final say on their availability to host a student for a placement. Although every effort is made to match pre-service teacher requests with offers from educational institutions, this is not always possible due to lack of suitable placements. Under no circumstances are students to approach schools/EC settings requesting placements, or to enter into agreements with EC settings/schools regarding future placements. Distance Education students Students studying by Distance are required to complete the online application process detailed on the Professional Experience website. Placement of Distance Education students wishing to be placed in the “footprints” of CSU campuses, i.e., in the areas served by the PEU offices on the campuses at Albury-Wodonga, Bathurst, Dubbo and Wagga Wagga is the responsibility of staff of the Professional Experience Unit (PEU). PRE-SERVICE TEACHER CONTACT WITH SCHOOLS AND SETTINGS All pre-service teachers should be aware that contact with schools and EC settings, other than during the official practicum teaching sessions, will not be sanctioned by the university. Pre-service teachers, including Distance Education students, must not approach any member of school/centre staff without prior approval of the Professional Experience and Partnerships Coordinator or representative on their home campus. Such approval will be granted only after careful consideration of the pre-service teacher's status and the needs of the school/EC setting and university. Professional Experience Handbook 2014 Page 8 CONFLICT OF INTEREST: Students may not be placed where they have been a past pupil or where they are currently employed or have previously been employed, whether as a paid employee or as a volunteer. They will also not be placed where they have a close personal contact. This includes where a member of the student’s immediate or extended family is currently enrolled or employed or has previously been enrolled or employed. SPECIAL CIRCUMSTANCES Provision is made for requests for preferential allocation to a preferred location based on Special Circumstances. However, there is no guarantee that these can be accommodated. Only legal, medical, carer and CSU Residential Advisor matters will be considered and documentary evidence must be provided to support a request for preferential placement based on Special Circumstances. Any pre-service teacher who wishes to request consideration based on Special Circumstances must submit a written request citing at least one of the above grounds and providing documentary evidence of necessity at the time of organising a placement and, at the latest, BEFORE PEU staff have begun the process of confirming placement. Each application is considered on a case by case basis and meeting a request depends on the availability of schools or EC settings in a preferred area. Any condition, medical or otherwise, which may affect the pre-service teacher’s welfare during a professional experience placement, must be noted on the pre-service teacher’s placement application form. This information is confidential, and is not released to schools/EC settings by the PEU. CHANGING A CONFIRMED PLACEMENT Requests to make changes to confirmed placements are not permitted. In exceptional circumstances, where a serious and unavoidable change has occurred to a pre-service teacher’s circumstances, changes to confirmed placements may be considered. However, any decision to make changes to a confirmed placement will be made by the Director, Professional Experience Unit in consultation with the Professional Experience and Partnerships Coordinator. Changing a placement location after confirmation may result in a pre-service teacher being allocated a place in a non-preferred area or being required to defer a placement where no suitable placement is available. NOTIFICATION OF PLACEMENT Internal students are notified of their placement as well as the name and contact details of their allocated Associate Teacher and University Liaison Officer/PELO once all placements for the subject are finalised by the Professional Experience Unit. In the case of Distance Education students, approval from the Professional Experience Unit for the placement to proceed occurs after all required information has been submitted and students have satisfied the requirements for placement. University staff will monitor each pre-service teacher’s overall program to ensure a diversity of school types and contexts. Professional Experience Handbook 2014 Page 9 INTRODUCING YOURSELF PRIOR TO COMMENCEMENT OF PLACEMENT Once students have been advised of their placement by the Professional Experience Unit, they should contact their respective school or EC centre or service prior to the commencement of the placement to introduce themselves and ascertain information on matters such as dress code, starting and finishing times and anticipated teaching responsibilities where available. This should be done a minimum of one week prior to the placement. Students must also contact their University Liaison Officer/PELO as soon as possible after starting the placement and advise them of contact details and times. HOURS OF ATTENDANCE Pre-service teachers in school settings are expected to arrive at least 30 minutes prior to the start of the school day and leave no sooner than 30 minutes at the end of the school day. This may vary according to the needs of the school and the activities planned (for example, excursions, sporting events or concert rehearsals.) It is expected that a pre-service teacher in an Early Childhood setting will work the same hours as their Associate Teacher. Failure to attend your placement for the minimum hours may result in the pre-service teacher being put “At Risk of Failure”. LEAVE OF ABSENCE Students who need to take Leave of Absence for any reason during the placement must notify both the school/centre and the University Liaison Officer/PELO. A Leave of Absence form must be completed and submitted to the Professional Experience Unit at the conclusion of the placement. Students should note the Guidelines on Permitted Days Absent in this handbook in relation to any requirement to make up missed days in order to ensure that they meet requirements for accreditation. EXEMPTIONS FROM PROFESSIONAL EXPERIENCE Students in the Bachelor of Teaching (Secondary), the Graduate Diploma of Mathematics, other secondary re-training qualifications and the Bachelor of Teaching (Primary) who have current teaching experience may be eligible for an exemption from the professional experience component of some subjects. Eligibility for exemption is determined on application to the Director, Professional Experience Unit (mpietsch@csu.edu.au). An application will be finalised only when a satisfactory report is received from the principal of the school where the student has taught. Please note that there is no eligibility for exemption from professional experience for students in the Bachelor of Education (Birth-5) degree in any circumstance. Bachelor of Teaching (Primary) EPT431: Students who have been employed in a full-time capacity in an education setting for at least one term during the past four years may apply for exemption from the professional experience component only of the subject. The academic component, on which the subject grade is based, must be completed. Professional Experience Handbook 2014 Page 10 EPT432: Students who have been employed full-time as a primary class-based teacher teaching all key learning areas for at least a term during the past 4 years may be eligible for a Proficiency Credit grade for the subject. EPT433: Exemption is available in this subject in exceptional circumstances on application to the Director, Professional Experience Unit.. Bachelor of Teaching (Secondary) EPT441/EPT442: Students may be eligible for exemption from the professional experience component of either of these subjects based on the following criteria: The student must be employed full-time in a secondary school for at least one term during the past four years; The student must teach at least 80% of a full-time teaching load in the curriculum area for which they are seeking accreditation; A satisfactory report from the principal of the school must be received before the application for exemption can be finalised; The grade for the subject will be PCR (Proficiency Credit); Students who have met the above criteria in two schools in the past four years may be eligible for exemption from both EPT441 and EPT442 provided the student has taught across all secondary stages. Please note: Students seeking exemption from EPT442 in the Graduate Diploma of Mathematics must have been employed full time as a mathematics teacher teaching Stages 4-6 for at least one full school year. ABSENCES: PERMITTED DAYS ABSENT Pre-service teachers are expected to be in attendance for each day of the professional experience program, and must comply with attendance requirements on their placements in order to meet the requirements of the CSU degree, Australian Children’s Education and Care Quality Authority (ACECQA), state-based accrediting authorities and the Graduate Standards of the National Professional Standards for Teachers. Only in extreme cases of illness or misadventure will absence be accepted. Because of accreditation and course requirements, the number of Permitted Days Absent on professional experience placements varies. Please note the following: 1. Courses with no permitted days absent Students in the following courses are not permitted any days absent and must make up all days missed including public holidays: Bachelor of Teaching (Secondary) Bachelor of Teaching (Primary) Bachelor of Arts/B. Tch (Sec) Bachelor of Science/B.Tch (Sec) Bachelor of SocSci (Psy)/B. Tch (Sec), Bachelor of Education (TAS) Bachelor of Education (Birth-5) Professional Experience Handbook 2014 Page 11 2. Courses with one days absence permitted Students in the following courses are permitted no more than one day absent (not including public holidays where these occur during a placement) Bachelor of Education (Early Childhood and Primary), Bachelor of Education (Primary) Bachelor of Education (HPE) Bachelor of Education (K-12 Middle Schooling) Please note the following additional requirements concerning Permitted Days Absent: 1. All days missed must be made up for those courses in which there are no Permitted Days Absent (including public holidays). 2. For those courses where there is a specified number of Permitted Days Absent, ALL days missed must be made up in any circumstance where the student has missed more than the permitted number of days absent (not including public holidays). 3. ALL absences must be notified to the school or EC setting in time (where possible) for other staff to re-assume responsibility for the class. 4. ALL absences must be followed by submission of documentary evidence (e.g., a medical certificate) attached to a Leave Form, to the Professional Experience Unit of the student’s home campus. NB: There are some extraordinary circumstances, e.g., short-term industrial action and university business such as examinations, where absences are outside the above requirements. Students requesting absence for these reasons must notify the Professional Experience and Partnerships Coordinator on their home campus by email as soon as they become aware of the need for an extraordinary absence. Approval for additional days absent will be given by the Director, Professional Experience Unit, on the recommendation of the Professional Experience and Partnerships Coordinator. Students whose subjects require examinations should make every effort to arrange for examinations to be undertaken before the commencement of a placement. STUDENTS AT RISK OF FAILING A PROFESSIONAL EXPERIENCE PLACEMENT A student who is having difficulties in the course of a placement may be notified that they are at risk of failing professional experience by the mid-point of the placement. Following consultation between the school/setting and the university a Developmental Support Plan will be put in place to assist students to reach the required outcomes of the placement (see Procedures for Supporting Pre-service Teacher at Risk During Professional Experience Placement.) Professional Experience Handbook 2014 Page 12 WITHDRAWAL FROM PROFESSIONAL EXPERIENCE There are some circumstances that may require a pre-service teacher to withdraw from the professional placement. This could be for personal or academic reasons. Applications for withdrawal without penalty must be made in writing by completion of a Special Consideration application supported by documentary evidence. This form should be sent as soon as possible to the Professional Experience and Partnerships Coordinator on the pre-service teacher’s home campus. Any pre-service teacher who withdraws from a placement, irrespective of the reason, MUST advise the following members of staff in writing immediately: 1. 2. 3. 4. Site-Based Professional Experience Coordinator Professional Experience Unit on your home campus University Liaison Officer/PELO Subject Coordinator on your campus Please note: A student who voluntarily withdraws from a placement before its completion will be deemed to have failed the placement, unless a Special Consideration form has been submitted to the Professional Experience Unit, and the grounds for Special Consideration have been accepted by University staff as warranting the award of a Grade Pending and permission to repeat the placement without the requirement to re-enrol in the subject. This applies especially to students who have been placed at risk of failing their professional experience placement and who have been given a “second chance” through the implementation of a Developmental Support Plan to remediate issues in their professional practice before the completion of the final Professional Experience Assessment report. Should a pre-service teacher “at risk” withdraw from the school/setting before the completion of the placement, and therefore before meeting the requirements of the Developmental Support Plan, they will be deemed to have failed the placement. This includes situations where the school or EC setting requests an early termination of the placement. (See Consequences of failure on professional experience) Any pre-service teacher who has withdrawn or been withdrawn from or failed a previous placement will need to demonstrate to the satisfaction of the Director, Professional Experience Unit or representative, that circumstances operating at the time of the withdrawal/failure no longer apply and/or that they have taken action during the intervening period to improve the likelihood of success in the subsequent placement. Professional Experience Handbook 2014 Page 13 EXCURSIONS Pre-service teachers engaged on a professional experience may be included in school of EC excursions at the discretion of the Principal or Director. Clear arrangements should be made regarding responsibility for any excursion costs, as these ARE NOT borne by the university. INDUSTRIAL ACTION It is possible that the teacher union(s) may be undertaking industrial action during a professional experience placement and that work stoppage/striking is involved. In such cases, pre-service teachers are advised to act cautiously. The simplest choice is for preservice teachers to take the same action as their associate/class teacher. Pre-service teachers incurring absences through single day or part day industrial action are not penalised by the University and are not required to make up the time. Absences due to protracted industrial action (more than two days) will be considered by the Director, Professional Experience Unit in consultation with the Course Director. TRANSPORTING SCHOOL/CENTRE/SERVICE STUDENTS Pre-service teachers are NOT permitted to transport students in their car under any circumstances. There are clear issues related to Child Protection as well as insurance that are potentially damaging to the pre-service teacher. ` LEGAL RESPONSIBILITY OF PRE-SERVICE TEACHERS The question of legal responsibility of pre-service teachers engaged in teaching practice has arisen in the past when accidents and cases of negligence have occurred. The Legal Services Directorate of the Department of Education and Training has advised that: "... Pre-service teachers may be sued for their negligence just like any other member of the community. Where pre-service teachers are in schools merely as observers, and a child is injured, it is extremely unlikely firstly that any action would be taken against them and secondly that they would be liable. Where a pre-service teacher is in charge of students, whether in a classroom, the playground or on an excursion, they are effectively acting for the Department. Again it is extremely unlikely they would be sued in regard to any injury to a child and also unlikely that they would be found liable. " It can be reasonably assumed that the legal position would be the same in non-departmental schools, or preschool/childcare settings. NSW Teachers Federation - Statement of Policy Pre-service teachers are to be regarded in their allocated schools as future teachers and not ex-students. Pre-service teachers are not to be humiliated or criticised in front of school pupils or classes. Professional Experience Handbook 2014 Page 14 Pre-service teachers should be accepted into the school situation and be afforded amenities such as a position in the staffroom (if possible), tea and coffee making facilities, car parking facilities, awareness of school/centre routine and provision for duplication of material, which can form an integral part of a lesson. Pre-service teachers are required to teach the prescribed number of lessons as set by the university or academy, and the number should not be increased to satisfy the needs of the school which may arise as a result of absent teachers or pre-service teachers, or of the Associate Teacher. ACCIDENT INSURANCE The following advice has been provided by the Director of the Department of Finance, Division of Financial Services, and Charles Sturt University: This is to confirm that university pre-service teachers attached to Charles Sturt University are covered under insurance whilst they participate in university course-approved work placements and experience. Comprehensive personal, professional accident and liability insurance is available to all preservice teachers. Specific details are outlined in the Guide to the Professional Experience Placement or available from the Student Support Officer. Insurance Letter Compensation shall be payable under these policies for injury caused by an accident that is not covered under any Worker's Compensation Act, Ordinance or Policy of Insurance. Accidents occurring whilst in pursuance of the course should be reported by the pre-service teacher within 48 hours to the following members of staff. Bathurst Student Support Officer Room 2 Student Support Unit Building C4 (02) 6338 4812 Wagga Student Support Officer Building 20B (02) 6933 2049 Albury Student Support Officer The Shed Building 616 (02) 6051 6764 Dubbo/Orange Student Support Officer (02) 6365 7680 Car accidents, travelling to or returning from a teaching practice school or centre should be claimed on Third Party Insurance. Pre-service teachers are advised that unless their cars have a special permit for use as a hire vehicle their Third Party Insurance Cover may be invalidated if they accept any monetary consideration for transporting other pre-service teachers. Professional Experience Handbook 2014 Page 15 NB: This insurance does not cover students undertaking professional experience overseas. RETURN OF DOCUMENTATION At the completion of any placement the pre-service teacher must sign the Professional Experience report, make a comment where a space is provided and keep a copy of the report and the Attendance Record. The Professional Experience Report, the Attendance Record and copies of the Teaching /Learning Experience Feedback Sheets (if required) must be returned via email to the Professional Experience Unit by the school or EC setting. A grade for the subject cannot be finalised until this documentation is received by the Professional Experience Office. Students must ensure that their CSU contact details are up to date, i.e., mailing and email addresses, and home and mobile phone numbers. Pre-service teachers should also ensure that the email address provided to a school/EC setting is professional in its choice of user name, e.g., john.smith@qmail.com. Pre-service teachers who are considering applying for, or who have applied for an international placement, should note this on the placement application. PLEASE NOTE: ALL DOCUMENTATION SENT TO THE PROFESSIONAL EXPERIENCE UNIT MUST BE SENT ELECTRONICALLY. Students who are communicating with the Professional Experience Unit must include their full name as per their enrolment and their student ID in every communication. Professional Experience Handbook 2014 Page 16 SECTION 4 ROLES & RESPONSIBILITIES OF PROFESSIONAL EXPERIENCE PARTNERS The success of the professional experience program is dependent on the partnerships established between the university and the educational settings who provide pre-service teachers with opportunity to practise their teaching in a supportive professional environment. A number of people work together to achieve the best learning environments for pre-service teachers. The following section outlines the roles of those who are most closely concerned with the professional experience program for pre-service teachers. UNIVERSITY STAFF PROFESSIONAL EXPERIENCE AND PARTNERSHIPS COORDINATOR (PEP Coordinator) The Professional Experience and Partnerships Coordinator on each campus is a member of the Professional Experience Unit and is the key point of contact in relation to the professional experience program for students, university staff and the staff of schools and Early Childhood Education settings. The Professional Experience and Partnerships Coordinator: negotiates with education partners to enhance access to quality opportunities in schools, services and centres in a variety of geographic locations; works with administrative staff on each campus, site-based teacher educators and University Liaison Officer/PELOs to ensure pre-service teachers are appropriately placed in a timely manner and supported while on site with qualified staff and with quality documentation and procedures; ensures clear communication lines are maintained for university and site-based staff and pre-service teachers in relation to academic and administrative issues which may arise in relation to professional experience; ensures all pre-service teachers have complied with statutory regulations such as child protection and anaphylaxis training and are prepared for their placement; monitors pre-service teachers’ pattern of professional experiences to ensure a diversity of settings; monitors the placement process in order to reduce potential issues associated with equitable access to placements and maintains the integrity of professional assessment through identifying and eliminating any potential conflict of interest which may arise between the pre-service teacher and a proposed site; Professional Experience Handbook 2014 Page 17 provides support to the school or setting and to the pre-service teacher where a pre-service teacher has been identified as being at risk of failing to achieve the requirements of a professional experience placement; and contributes to ongoing evaluation of the procedures, practices and outcomes of the professional experience program. UNIVERSITY SUBJECT COORDINATOR The Subject Coordinator on each campus is responsible for providing pre-service teachers with an academic program which prepares them for their work and learning in professional settings. The Subject Coordinator’s role is to: support and extend pre-service teachers’ skills of reflection and self-evaluation; provide support to pre-service teachers in terms of professional expectations of placement; support pre-service teachers in making explicit connections between campus based and site based learning; facilitate discussion of aspects of school life such as school policies, procedures and general professional issues; finalise assessment of pre-service teachers’ learning, and award grades; undertake subject evaluation and contribute to review of professional experience programs. UNIVERSITY LIAISON OFFICER (ULO) – ON CAMPUS STUDENTS PROFESSIONAL EXPERIENCE LIAISON OFFICER (PELO) – DISTANCE EDUCATION STUDENTS Staff of the university, or other qualified and experienced educators, undertake the responsibilities of university liaison during the professional experience program. The liaison role begins at the start of the program, and may include: visiting pre-service teachers and observing their work in their teaching context, including a lesson observation; or, for Distance Education students and students in remote locations, using telephone and email contacts to facilitate liaison work; discussions with the Associate/Class Teacher and Site-Based Professional Experience Coordinator in relation to aspects of the teaching program and each preservice teacher's progress; liaising with the Professional Experience and Partnerships Coordinator, especially where a pre-service teacher may be having difficulties during the placement; facilitating reflective discussions with pre-service teachers on their progress and performance; providing guidance to the Associate/Class Teacher in assessing the pre-service teacher’s achievement of required professional standards, including discussions in relation to the final grade; Professional Experience Handbook 2014 Page 18 providing support and advice to the Associate Teacher, the school/setting and the pre-service teacher in the event that a student is considered by site-based staff to be at risk of failure on professional experience; and giving supportive advice to all pre-service teachers and keeping in contact with the site if there are issues to be followed up. Support the Professional Experience Unit in the partnerships program STAFF OF SCHOOLS AND EARLY CHILDHOOD EDUCATION SETTINGS PRINCIPAL, DIRECTOR OR SITE-BASED PROFESSIONAL EXPERIENCE COORDINATOR The role of the Principal, Director or Site-Based Professional Experience Coordinator is to participate in a partnership with CSU which identifies areas in which programs of mutual benefit can be established. In relation to the professional experience program, the SiteBased Professional Experience Coordinator is responsible for overall coordination of the program in the Early Childhood (EC) setting or school before, during and following preservice teacher placements. The Site-based Professional Experience Coordinator/Principal/Director: liaises with CSU staff in relation to the provision of professional experience placements for pre-service teachers; receives and disseminates information from CSU about the requirements of placements; negotiates with teaching staff and identifies appropriate Associate Teachers; and arranges a suitable program of observation, teaching and participation in school and community events for pre-service teachers and provides support and professional advice to the pre-service teacher and Associate Teacher in relation to emergent professional or personal concerns. Throughout the placement, it is important that the pre-service teacher be fully supervised when in charge of students. Pre-service teachers should not be given the responsibility for a class/group without the presence and support of the Associate Teacher, except where they are placed as interns. Furthermore, it is important that in Early Childhood settings, the preservice teacher is not included in the adult-child ratio at any time, except when accompanying children on an excursion, when the pre-service teacher may be classified as a volunteer and included in the child/adult ratio. ASSOCIATE TEACHER The Associate Teacher has a key responsibility for undertaking formative and summative assessment of the teaching practices of the pre-service teacher as well as providing guidance which will assist the pre-service teacher to develop their capacity for systematic reflective practice. Professional Experience Handbook 2014 Page 19 Each placement has an accompanying Guide to Professional Experience Placement that outlines the requirements for the placement and is designed to assist both the Associate Teacher and the pre-service teacher to plan jointly the pre-service teacher’s program for the placement. INFORMATION FOR ASSOCIATE TEACHERS The Associate Teacher provides, in advance, information about the setting, including the background interests and abilities of the students, the learning program and the school or EC setting’s policies, procedures and resources; works in conjunction with the Site-Based Professional Experience Coordinator to orientate the pre-service teacher to the setting, including introductions to staff, provision of rules and expectations, explanation of roles and responsibilities and the limits of the pre-service teacher's responsibilities and authority; explains professional responsibilities related to punctuality, notification of absences and keeping relevant staff informed of activities; discusses with the pre-service teacher his/her role in relation to the community's expectations of the school or Early Childhood setting; provides adequate time, information and resources to enable the pre-service teacher to meet the requirements of the teaching practice experience; provides regular and detailed feedback, both orally and in writing, on at least one lesson/learning experience per day as well as on the pre-service teacher’s general development during the placement. liaises regularly with the University Liaison Officer/PELO about the level of teaching competence and professional learning of the pre-service teacher in relation to their progress towards achievement of the requirements of the final Professional Experience report; adheres to the procedures for supporting a pre-service teacher who is at risk of failing professional practice (see Section 7 in this handbook); and completes both a formative mid-session Professional Experience report and a summative end of placement report, discussing each report with the pre-service teacher and University Liaison Officer/PELO. Communication Links – Keeping in contact Site-based teacher educators are invited to use established communication networks to maintain close contact with the staff at the University. We welcome, at any time, comments and suggestions from our colleagues in the field. Please do not hesitate to contact the Professional Experience and Partnerships Coordinator on the pre-service teacher’s home campus if you wish to comment on issues related to professional experience generally. Professional Experience Handbook 2014 Page 20 In addition, if you have queries specifically related to a particular placement, please contact the Professional Experience and Partnerships Coordinator or Professional Experience Administrative staff on the pre-service teacher’s home campus. The Professional Experience Unit has a website for use by pre-service teachers, site-based teacher educators/classroom teachers and university staff. Please visit the site to access information and documentation associated with professional experience. The website address is: http://www.csu.edu.au/faculty/educat/pep/ INFORMATION FOR PRE-SERVICE TEACHERS The pre-service teacher is required to fulfil a number of responsibilities prior to, during and following the placement. Prior to the placement Organising the placement Internal students must complete professional experience preference documentation in a timely manner and in accordance with the requirements of each placement. This must be submitted to the Professional Experience Unit on their home campus within the stated time frame (see Procedures for Organisation of Professional Experience placement); Distance Education students complete the online application as per the instructions on the professional experience website (see http://www.csu.edu.au/faculty/educat/pep) Preparing for the placement Pre-service teachers are required to: complete Working with Children Check, all Child Protection and Anaphylaxis training before undertaking a placement and submit appropriate documentation to the Professional Experience Unit. (See Section 4, PROFESSIONAL, ETHICAL & LEGAL RESPONSIBILITIES) attend all pre-service teacher meetings or preparatory classes convened by the Professional Experience and Partnerships Coordinator and /or Subject Coordinator (internal students only); contact the school or early childhood education site prior to the commencement of the placement to discuss, with the Associate Teacher, the following: relevant details of the group or class; teaching programs; responsibilities while at the school/site; extra-curricular involvements; necessary preparation for the Professional Experience; and resources needed. Professional Experience Handbook 2014 Page 21 complete and submit all paperwork promptly, before, during and following the placement write personal objectives for the placement and have them approved by the Subject Coordinator and the Associate Teacher; contact the University Liaison Officer/PELO to discuss their personal objectives for the placement. The pre-service teacher is to complete, at an acceptable standard, all required documentation during the placement including lesson planning, teaching evaluations and personal evaluations. All prescribed objectives for the placement must be met to achieve a satisfactory result for the Professional Experience. The pre-service teacher is expected to act in accordance with ethical and moral principles befitting the teaching profession (see Code of Conduct for Professional Practice) In order to gain maximum benefit from the experience it is recommended that, on or before the first day, pre-service teachers should gain information from the Site-Based Professional Experience Coordinator in relation to: school/site organisation, policies and procedures, including dress code; the extent of the pre-service teacher’s authority and responsibilities; and the teacher's role and the community's expectations. During the placement Responsibilities as a staff member The pre-service teacher should aim to become part of the staff as soon as possible by taking the initiative in offering to undertake responsibilities and extra-curricular activities. Pre-service teachers are regarded as temporary members of staff and, accordingly, will observe the same conditions as teachers. For example, they should: initial the Professional Experience Attendance Record on arrival and departure each day; this is an OH&S requirement; remain at the school or setting during the prescribed hours of a typical school/site day; abide by the regulations of the education authority; assist with duties undertaken by the Associate Teacher; assist with other on-site activities, as is expected of other members of the profession; abide by the established policy on matters of dress, grooming, punctuality and mode of address; abide by the regulations of the school, EC setting or system in relation to the ethical use of information and communication technology during the professional experience placement. This includes appropriate use of social media, internet, email and any Professional Experience Handbook 2014 Page 22 access provided by the school to school-based resources (see Code of Conduct for Professional Practice). Doing the right thing Schools/learning institutions operate on established routines, and it is expected that preservice teachers will adapt to them. This is just as important in the social atmosphere of the staffroom as in more formal matters. For instance, contributing to the tea fund or not parking cars in other teachers' regular spaces can be as important in forming relationships as offering to do extra work. OBTAINING ASSISTANCE WHEN EXPERIENCING DIFFICULTIES Pre-service teachers who are experiencing difficulties should make use of all personnel who are in a position to help. Following, in order, are the people who should be approached in the event of difficulties being experienced: 1. 2. 3. 4. 5. Associate Teacher Site-Based Professional Experience Coordinator Principal/ Director of the school or setting University Liaison Officer/PELO Professional Experience and Partnerships Coordinator on the home campus. Support Programs Students who are experiencing difficulty while on professional experience placement may seek assistance from University support services. CSU Counselling Service The CSU Counselling Service offers free and confidential assistance to all enrolled students (both internal and distance education students). Student Counsellors offer assistance to students experiencing academic and personal concerns including anxiety and stress, depression, loss and grief, motivational problems, family conflicts and relationship difficulties. The Counselling Service recognises that these and other difficulties can impede a student’s ability to study effectively. The aim of the Service is to help students manage these difficulties in a way which will help them continue and succeed with their program of study. For further information, and to find out how to contact a Student Counsellor, please visit: http://www.csu.edu.au/division/studserv/counsell/. Disability Service The University is committed to providing an inclusive educational environment which promotes awareness and understanding of issues for students with a disability. Support is provided for pre-service teachers who have a disability or medical condition which may affect access to or participation in study, professional experience placements or university life. This may include assistance with lectures, tutorials, laboratory workshops and examinations Professional Experience Handbook 2014 Page 23 as well as professional experience. Medical or educational reports must be submitted prior to service delivery. Assistance is strictly confidential. Pre-service teachers are encouraged to disclose the need for reasonable adjustment to be made in their Professional Experience and to discuss their situation with their Course Director, Subject Coordinator, Professional Experience and Partnerships Coordinator or Disability Liaison Officer. There is a Checklist for Professional Placements for Students with Disabilities that may be of assistance in following through this process. The link is at http://www.csu.edu.au/faculty/pep/. For further information or advice please contact the Disability Liaison Officer at your home campus. More information is also available on the Disability Service web site.http://www.csu.edu.au/division/studserv/disability/index.htm Albury / Wodonga & Goulburn Student Services Ground Floor Gordon Bevan Building Thurgoona Campus Tel: (02) 6051 6971 Fax: (02) 6051 6748 Bathurst, Dubbo & Orange Student Services Building N6 Bathurst Campus Tel: (02) 6338 4531 Fax: (02) 6338 4614 Professional Experience Handbook 2014 Wagga Wagga Student Services Student Services Building 20 Wagga Campus Tel: (02) 6933 2987 Fax: (02) 6933 2199 Page 24 SECTION 5 PROFESSIONAL, ETHICAL RESPONSIBILITIES & LEGAL All students must ensure that they comply with the legal and ethical requirements of the University, the Faculty of Education and the educational settings in which they work as preservice teachers. The following sections must be read carefully, and all measures required prior to and during placement must be strictly adhered to. The following five sections deal with 1. Child Protection procedures 2. Mandatory Anaphylaxis Training 3. Code of Conduct for Professional Practice 4. Ethical Considerations 5. Occupational Health and Safety CHILD PROTECTION PROCEDURES Pre-service teachers completing their placement allocations must ensure that they comply with the working with children legislation requirements of the State/Country of where their placement is occurring. Pre-service teachers must provide evidence to the Professional Experience Office, that they have applied/met the legislation requirements of the relevant State/Country, in order for placement to be confirmed. Please note that a full police check can take an extended period of time, so you should commence the process early to prevent timing problems. Students must also complete Stage 1 of Child Protection Training before undertaking any Professional Experience placement and must undertake further training in each year of their teacher education course. The required training will be specified by your subject coordinator. MANDATORY ANAPHYLAXIS TRAINING FOR ALL INITIAL TEACHER EDUCATION STUDENTS The Board of Studies, Teaching and Educational Standards (BOSTES) (previously the NSW Institute of Teachers) and the Department of Education and Communities (DEC) now require that all initial teacher education students have training in managing anaphylaxis. In order to meet this requirement, ALL CSU students in teacher education courses, other than the Bachelor of Education/Bachelor of Teaching (Birth-5), must complete the training module Professional Experience Handbook 2014 Page 25 provided by the Australian Society of Clinical Immunology and Allergy (ASCIA) before undertaking any professional experience placement. This is a free, online module available at http://etraining.allergy.org.au/.The training is required to be successfully undertaken every two years. This is the only training that will be accepted by the DEC to meet the requirement of anaphylaxis training for initial teacher education students. On successful completion of the online module, participants will receive a certificate of completion which should be printed immediately. Students are advised to make three copies of the certificate. A copy of this certificate must be attached to your application for your professional experience placement. The NSW Institute and Department of Education and Communities require that students also present a copy of their certificate of completion to principals at the commencement of their professional experience placements. Students should also retain a copy of the certificate for future use within the two years of the certificate’s currency. The NSW Department of Education and Communities advises that students who do not successfully complete this training, as verified by the university and the principal of their placement school, will not be able to undertake professional experience activities in NSW public schools. Please note below a set of Frequently Asked Questions and responses prepared by the Department of Education and Communities. Frequently Asked Questions – Anaphylaxis training for Initial Teacher Education Students 1. The ASCIA e-training module (January 2013) is now asking that a supervisor is to witness the students using an auto-injector prior to professional experience in school. Is this necessary? The Department does not require university personnel to witness that students have demonstrated use of the auto-injector prior to professional experience in schools. Initial teacher education students are required to complete the online module (students must comply with this requirement by no later than the end of Semester 1, 2013). Where possible, students on professional experience placements will be given the opportunity to practise with the EpiPen trainer that was provided to each NSW public school in December 2012. Professional Experience Handbook 2014 Page 26 2. Will students need to show the principal of the school a copy of the e-training certificate? Yes. Principals will ask students to show a copy of the certificate at the commencement of professional experience placements. Students who do not successfully complete this training (required every two years) and/or are unable to provide a certificate to a principal on request will not be able to undertake professional experience in NSW public schools. 3. Are ‘observation days’ covered under this new requirement? Yes. Any professional experience actually being undertaken in NSW public schools is deemed as being part of this new requirement of anaphylaxis training. 4. A student has presented with a certificate/course that covered anaphylaxis management. Is this acceptable? No. The ASCIA e-training module is the only training that will be accepted by the Department to meet the requirement of anaphylaxis training for initial teacher education students. CODE OF CONDUCT FOR PROFESSIONAL PRACTICE Preamble Students are expected to make themselves familiar with the Code of Conduct of the educational setting in which they are placed. In addition, all students are to abide by the following Code of Conduct for Professional Practice in order to avoid causing harm to their students and to the educational setting in which they are placed, to the reputation of CSU, and, not least, to their own reputation as an aspiring member of the teaching profession. The following Code of Conduct for Professional Practice provides pre-service teachers with a guide to the professional behaviour expected of pre-service teachers during placements in schools and early childhood (EC) settings. The Code provides guidelines in a range of circumstances that, if inappropriately managed, may lead students into difficulties with the executive and staff of educational settings, with parents/carers of their students and with community members. The Code of Conduct for Professional Practice therefore provides specific details relating to improper/unprofessional behaviour which could destroy prospective careers and lead to legal proceedings. Students must be aware that teachers and principals are mandatory reporters of any accusation of improper conduct. Formal investigations by an external body may take up to three months to be concluded. Professional Experience Handbook 2014 Page 27 This Code of Conduct is a means by which a pre-service teacher’s character, personal reputation and future career may be preserved. Required reading Pre-service teachers should acquaint themselves with the Code of Conduct of the NSW Department of Education and Communities and to the document Responding to Allegations against Employees in the Area of Child Protection. These can be accessed at https://www.det.nsw.edu.au/policies/index.shtml. Pre-service teachers who are placed in Victorian schools, should consult the following document: http://www.vit.vic.edu.au/conduct/Pages/default.aspx. The Code of Conduct applicable to pre-service teachers completing placements in Early Childhood settings is found at www.earlychildhoodaustralia.com.au. Pre-Service Teachers who are placed in non-government schools should request a copy of the appropriate Code of Conduct from their Associate Teacher or the Site-based Professional Experience Coordinator. In addition, Pre-Service Teachers MUST read carefully the pre-placement information provided by the Professional Experience Unit. This contains an outline of procedures to be followed when placements are being organised. CODE OF CONDUCT FOR PROFESSIONAL PRACTICE Personal Appearance Pre-service teachers must be aware that dress and personal appearance are crucial elements of professional presentation. Pre-service teachers are to dress and act in a manner which demonstrates professionalism, and models appropriate standards for students. Students should make inquires of the Principal/Director about the dress code for the school or EC setting and pre-service teachers’ attire should conform to this. The general standard of attire is “smart casual”; however, this varies for different educational settings and students should ensure that clothing is appropriate for the standards of the particular educational setting. In particular, revealing or provocative clothing should not be worn on placement. Interaction with Students Pre-service teachers must establish and maintain positive, professional relationships with students. This is a vital aspect of Professional Experience placements. They MUST avoid interactions with students which may be interpreted in such a way that professional standards and ethics are considered to have been breached. These may include: flirtatious behaviour directed towards a student; Professional Experience Handbook 2014 Page 28 seeking social contact with a student outside the school or outside school hours; physical proximity to students which may be interpreted as an inducement to further physical contact; and spending time outside the classroom to socialise, rather than to carry out professional duties. It is important that pre-service teachers remember that their presence in a school or EC setting is an opportunity to complete an important part of a formal course of study, rather than an opportunity to socialise. Social Media Pre-service teachers must be aware of the problems that may be caused by the use of cameras or mobile phones while on Professional Experience placement. There are significant issues of privacy associated with the exposure of material on social media, and pre-service teachers should be aware that they may be in breach of the Commonwealth and State privacy legislation and may thereby open themselves to financial penalties. In addition, Pre-service teachers MUST be aware that their dress, behaviour and interaction with students may be captured by students using social media. This may be a source of future allegations against the pre-service teacher. Pre-service teachers should also be aware that students may access the pre-service teacher’s social media sites. Any material that could be perceived by viewers such as future employers, parents/carers or community members as embarrassing or controversial should be removed. In order to prevent any question of inappropriate or unprofessional behaviour arising as a result of engagement with social media, pre-service teachers are to ensure that they DO NOT: use mobile phones in the classroom, either to make or receive phone calls, send texts or take photographs (unless for educational purposes in accordance with school policy); communicate with students by using mobile phones, social media sites or personal emails; use social media sites such as Facebook, Twitter or YouTube to record or publicise any aspect of a Professional Experience placement; allow access through their personal Facebook sites to links to questionable sites. A more detailed analysis of the implications of misusing social media may be found at www.det.nsw.edu.au/policies/technology/communication/socmed_guide.pdf Sexual Misconduct This is defined as a range of behaviours, a pattern of behaviour or an act aimed at the involvement of a student in sexual acts Pre-service teachers must be aware that these behaviours may include: Professional Experience Handbook 2014 Page 29 encouraging, or failing to discourage, romantic or inappropriate advances by a student; inappropriate conversations with a student; unwarranted or inappropriate physical contact with a student; sexual exhibitionism in the presence of a student; and Possession of pornography. ETHICAL CONSIDERATIONS The following ethical considerations for pre-service teachers undertaking a professional experience program as part of a teacher education program should be noted by all students before proceeding on a professional experience placement. Preamble Often pre-service teachers are required to undertake data collection in the form of lesson observations, interviews with teachers and or students and the collection of samples of students’ work while undertaking their Professional Experience placements. Ethical approval from the University’s Human Research Ethics Committee is not required for exercises that are not for the purpose of formal research or for publication in any form. However, such data collection exercises involving human participants do incur the same ethical obligation as research projects. Pre-service teachers involved in these activities must adhere to the following principles: Respect for persons. Pre-service teachers must respect the rights and beliefs of individuals. For example, do not make public your judgements about the physical appearance or intellectual abilities of students in your classes. A guiding principle in all of your interactions with other people in your professional experience setting should be that respect for the dignity and well-being of others takes precedence over the expected benefits to knowledge of the data collection you might engage in. Avoid doing harm. Pre-service teachers must avoid doing harm which may be in the form of embarrassment or exploitation (e.g., taking copies of a teacher’s programs and using them without giving due recognition for the teacher’s work) or of a physical nature (e.g., expecting students to undertake physical testing and exposing them to ridicule by their peers). Informed consent. Teachers, students and members of the school/EC setting community must be informed of the nature of their participation and the uses to which the data they provide will be put. You should explicitly ensure you have their agreement to participate only after being made aware of the nature of the program. A participant’s right to withdraw without explanation at any time should be assured and honoured. Privacy and confidentiality. Professional Experience Handbook 2014 Page 30 Pre-service teachers must respect the privacy of participants and avoid unnecessary intrusions. All information should be treated carefully and, where possible or promised, names and personally identifiable information should not be disclosed to others. For example, it is inappropriate to discuss information you might gather about any members of the school community – students, teachers or other staff – beyond the confines of the school/EC setting or with those other than the people you initially stated when obtaining participants’ consent. Be mindful of legislation and school or setting policies regarding taking photos of students. Security and integrity of data. All the information collected should be safely stored and should not be used for other purposes. For example, samples of student work should normally have identifying information removed or disguised. Students’ work should not be shown to your peers except in circumstances clearly related to completion of the professional experience task. Students’ work samples should not be used in subject(s) other than those for which you obtained consent. On completion of the program, material should be destroyed. Academic and scientific standards. Pre-service teachers must analyse and report their findings accurately, honestly and in compliance with accepted academic and scientific standards. Cultural sensitivities. Pre-service teachers should articulate how they will work sensitively and respectfully with diverse populations that may include members of Indigenous, non-English speaking background communities and students from low socio-economic backgrounds. For example, pre-service teachers will need to be familiar with the cultural nuances associated with these diverse groups such as willingness to speak in groups or use of body language to convey meaning. If you have any concerns in relation to this matter, please contact the Professional Experience and Partnerships Coordinator on your home campus. The following sites may be useful if you would like more information in relation to ethical considerations when collecting data: The NSW Department of Education and Communities Training’s Research Guidelines: Guidelines for Approving Applications from External Agencies to Conduct Research in NSW Government Schools: http://www.det.nsw.edu.au/media/downloads/about-us/statistics-andresearch/research-partnerships/research-guidelines.pdf Early Childhood Australia’s Code of Ethics: http://www.aeca.org.au/abtus_resources_cofe.htm Professional Experience Handbook 2014 Page 31 The Australian Institute of Aboriginal and Torres Strait Islander Studies’ Guidelines for Ethical Research in Indigenous Studies: http://www.aiatsis.gov.au/research/ethics/rec.html The Board of Studies site contains “Working with Aboriginal communities: A guide to community consultation and protocols”,: http://www.boardofstudies.nsw.edu.au/aboriginal_research/pdf_doc/work_aborig_co mm.pdf OCCUPATIONAL HEALTH AND SAFETY (OH&S) Each setting in which a pre-service teacher is working is expected to observe appropriate OH&S regulations. Pre-service teachers have the responsibility to ensure they have the intellectual, physical, psychological and social competence to successfully complete the professional experience placement. Pre-service teachers should apply for a professional experience placement only if they are confident they are capable of completing it successfully. Pre-service teachers should ensure they are familiar with the expectations of the setting in terms of lifting, exposure to infection, and level of typing and other repetitive tasks required in a school or early childhood setting. Pre-service teachers should observe correct hygiene and safety practices to protect themselves, and the staff and students with whom they are working. Pre-service teachers who are, or become pregnant during their placement should consult their doctor before commencing the placement. Professional Experience Handbook 2014 Page 32 SECTION 6 LEARNING & TEACHING THE PLANNING PROCESS The requirements of each professional experience placement will be detailed in the Guide to Professional Experience Placement applicable to each placement. Tasks listed in the Guide must be completed before a grade will be issued. All pre-service teachers need to be clear about what they intend their students to learn. They also need to be clear about the discrete stages of their lessons and the organisation and delivery of these lessons/learning experiences. Pre-service teachers should discuss the lesson planning format in the Guide to the Professional Experience Placement with their Associate Teacher. It is provided as the basis for the planning of lessons, organisation of records of teaching and student learning. The format may be adapted or amended with the approval of the Associate Teacher but the teaching plan must contain all the elements of the CSU format. Pre-service teachers should use the following questions to guide their lesson planning and evaluation: Questions before Teaching What do I want the students to learn? What skills, knowledge or understandings do I want my students to develop? What do they already know? What can they already do? Are the learning outcomes appropriate to the prior knowledge and capacity of the group? How does the lesson relate to unit goals/aims? What tasks will the learners complete in order to develop an understanding of the concept/skill? Have I considered how I will deal with the individual needs of my learners? What resources will I use? How many students do I have and how will they be organised? Consider strategies for teaching and learning through whole class organisation, or the use of pairs or small groups Time - How much time do I have and how will I use the time available? What time of day is the lesson? How will this affect my plan for the lesson? Is the lesson achievement-oriented? Am I challenging the students to develop new knowledge? How will I know if the students have learned what I intended them to learn? What evidence will I use?How does the lesson relate to my long-term aims and my goals for this professional experience placement? Professional Experience Handbook 2014 Page 33 Questions after Teaching Was that a successful lesson – what determines success and how do I know? Was the lesson transmissive or transformative? Was it knowledge replication or generation? Was the learning challenging for all? Did I deal with the diverse nature of the learners and their needs? How has my formative assessment informed my ongoing planning? Did this lesson assist me to achieve my goals or do I need to revise them? Where to from here? LESSON PLANS It is university policy that lessons/learning experiences are not to be taught unless they are planned ahead in detail. Lesson notes (i.e., lesson plans and/or Day Book depending on the developmental stage of the pre-service teacher) are to be available at any time for perusal by supervising personnel – Associate Teacher, Principal, and university liaison staff. Professional Experience Handbook 2014 Page 34 SECTION 7 ASSESSMENT AND REPORTING PROCEDURES EXPERIENCE FOR ASSESSMENT AND REPORTING IN PROFESSIONAL Academic Progress Regulations (As per CSU University Handbook) Because they include a professional experience component all professional experience subjects are regarded as indicators of a student’s professional suitability. A failure in the professional experience component will mean that a student has not met an essential element of the Academic Progress Regulations. Should a student fail the professional experience component of a subject s/he may be excluded from their course for up to three years, and will be required to re-apply for admission to the course, because continuation after exclusion is not automatic. Should a pre-service teacher experience any difficulties in the professional experience component of any subject and/or be identified as being “at risk”, it is strongly recommended that s/he immediately seek additional assistance and advice from the Associate Teacher, Principal/Director or delegated member of staff, University staff and/or the Professional Experience and Partnerships Coordinator on the home campus. Daily supervision It is expected that the Associate/Class Teacher will formally supervise at least one lesson a day, following the recommended supervision cycle and using the Teaching/Learning Experience Feedback forms provided by the university. Throughout the professional experience placement, Associate Teachers should regularly discuss with pre-service teachers the strengths and weaknesses of their teaching. Written critiques on their performance in the form of one documented observation each day (signed & dated) should be provided to the pre-service teacher. Notification of Concern It is in the best interests of the pre-service teacher, the Associate Teacher and the students that any concerns regarding the pre-service teacher’s conduct or competency be addressed as soon as possible. Should the Associate Teacher have concerns about a pre-service teacher’s progress at any stage in the placement a “Notification of Concern” form should be completed and emailed to the peu@csu.edu.au as a matter of priority. If the pre-service teacher is likely to be given a “Causing Concern” in the Professional Experience Report, the Notification of Concern form must to be completed immediately the concerns are identified, following the mid-placement discussion with the pre-service teacher. Professional Experience Handbook 2014 Page 35 FOR PRE-SERVICE PRIMARY AND SECONDARY TEACHERS COMMENCING A PLACEMENT AFTER FEBRUARY 28TH 2014 Formative assessment: Mid-session review and report At the time of the mid-session review of the placement, the Associate Teacher and preservice teacher should jointly review the pre-service teacher’s progress towards achievement of the standards indicated in the Professional Experience Report and complete the mid-session component of the report. Where the Associate Teacher considers at this point that the pre-service teacher is at risk of failing to achieve the requirements of the placement, the Notification of Concern form should be completed and emailed to peu@csu.edu.au as a matter of priority, together with the Mid-Session Report Once a pre-service teacher has been placed “at risk” the Associate Teacher, after consultation with the University Liaison Officer/PELO and Site-Based Professional Experience Coordinator and/or Principal/Director, should identify the areas of concern and set a program of objectives, activities and criteria for the remainder of the placement using the Developmental Support Plan. It should be completed following discussion with the preservice teacher and university support staff. It must then be signed by all, and forwarded to the university. The pre-service teacher will also be notified in writing by the university Professional Experience and Partnerships Coordinator that they are at risk of failure in professional experience and advised that satisfactory completion of the Developmental Support Plan will be required for successful completion of the placement. (see Procedures for Supporting Preservice Teachers at Risk) Summative Assessment: Final Professional Experience Report At the conclusion of the placement, a final report needs to be completed after a discussion involving the pre-service teacher, Associate Teacher, university liaison staff and the Principal/Director or Site Based Professional Experience Coordinator where possible, to recommend the final gradings in each focus area of the Report. Professional Experience Handbook 2014 Page 36 GUIDELINES FOR AWARDING GRADES FOR THE PROFESSIONAL EXPERIENCE Professional Experience programs are assessed as: SATISFACTORY (SY) : Pre-service Teacher meets all requirements of the program at a satisfactory level UNSATISFACTORY (US): Pre-service Teacher does not meet all requirements at a satisfactory level GRADE PENDING (GP): A pre-service teacher may apply for a GP (Grade Pending) if they have experienced illness or misadventure, and therefore have been unable to complete their professional experience. Students will be required to submit a Special Consideration form. Provided that progress had been satisfactory up to this time, and a GP is granted, the Professional Experience and Partnerships Coordinator will negotiate an appropriate time with the supervising teacher, school and pre-service teacher for the completion of the professional experience placement. In some circumstances, it may be necessary to complete the professional experience in a new placement. Please note: The subject grade is awarded by the CSU Subject Coordinator after the final report is returned to the university. PRE-SERVICE TEACHER “AT RISK”: GUIDELINES FOR ASSOCIATE TEACHERS Please follow these guidelines for supporting a pre-service teacher who is identified as being At Risk of failing to satisfactorily complete all necessary professional experience requirements. The procedure for supporting pre-service teachers at risk is also found in the flowchart on the preceding page. 1. Advise the University: You must advise university staff in the Professional Experience Unit BY THE MID-SESSION reporting stage that the pre-service teacher is experiencing difficulties in relation to the expectations of the placement. Complete the Notification of Concern form or contact the Professional Experience and Partnerships Coordinator at the pre-service teacher’s home campus. University staff will assist you with the process of supporting a pre-service teacher at risk and provide information to both the pre-service teacher and site-based staff on the implications for the pre-service teacher of being placed at risk of failure on professional experience. 2. Complete Documentation: Complete the Developmental Support Plan, in consultation with the University Coordinator, the pre-service teacher and Site-Based Professional Experience Coordinator, Principal or Director. Maintain detailed notes of meetings, all of which should be dated and signed by all those in attendance. Professional Experience Handbook 2014 Page 37 3. Email Documentation to University: Email the completed Developmental Support Plan pro-forma to the Professional Experience and Partnerships Coordinator on the preservice teacher’s home campus for ratification, signature and any further discussion as deemed necessary. The pre-service teacher will receive a formal letter from the University Professional Experience and Partnerships Coordinator indicating that she/he is at risk of failing their professional experience program. She/he will be informed that failure could also lead to exclusion from the course. This letter must be signed by the pre-service teacher and a copy emailed to the Professional Experience and Partnerships Coordinator on the preservice teacher’s home campus. 4. Support Pre-service Teacher: Continue to support the pre-service teacher to achieve the desired outcomes of the placement. The Professional Experience and Partnerships Coordinator will maintain contact with the site and the University Liaison Officer/PELO in relation to the pre-service teacher’s progress. 5. Keep University staff informed of the pre-service teacher’s progress as the placement continues. The situation will be reviewed as the program continues. 6. Keep written records of all meetings and feedback notes provided for the pre-service teacher and ensure these are dated and signed by all parties. 7. In cases of extreme difficulty: If the pre-service teacher is experiencing extreme difficulties that warrant further action prior to the conclusion of the placement, the parties involved may agree to: i. relocate the student to another class, setting or school, or ii. terminate the professional experience placement. 8. Voluntary withdrawal: A student who voluntarily withdraws from a placement at any stage before the completion of the placement, without the knowledge and/or agreement of both the university and the site, will be deemed to have failed the placement. This applies especially to students who have been given a “second chance” through the implementation of a Developmental Support Plan, to remediate issues in their professional practice before the completion of the final Professional Experience t report. 9. Failure to achieve the required standards: When a pre-service teacher fails to achieve the required standards of the professional experience placement, and the report contains any gradings at “Causing Concern”, the pre-service teacher will be referred to the Professional Experience Results Committee prior to finalising the result of the placement. A process of consultation between the school/EC setting, CSU and the preservice teacher will be established. The Professional Experience and Partnerships Coordinator will make provision for the pre-service teacher to express any concerns they may have about the process of evaluation. Professional Experience Handbook 2014 Page 38 Contact Details for Professional Experience and Partnership Coordinators Albury-Wodonga Bathurst Dubbo Wagga Wagga Chris Woods Lesley Stoneman Anne McLeod Jennifer West cwoods@csu.edu.au Phone:(02)6051 9427 lstoneman@csu.edu.au Phone: (02) 6338 4156 anmcleod@csu.edu.au Phone: (02) 6885 7314 Jenwest@csu.edu.au Phone(02) 60519432 CONSEQUENCES OF FAILURE ON PROFESSIONAL EXPERIENCE Pre-service teachers’ attention is drawn to the University’s Exclusion Regulations in the Charles Sturt University’s Undergraduate Handbook. Pre-service teachers should note that a failure in any of their professional experience placements may lead to exclusion from the course. It is recommended that pre-service teachers acquaint themselves with the entire Exclusion Regulations section of the Handbook and make an appointment with the Professional Experience and Partnerships Coordinator on their home campus or Course Director should they require clarification. Students must achieve a Satisfactory (SY) grade for the professional experience placement component in order to pass their professional experience subjects. Where a student fails a placement for the first time, they will normally be allowed to re-enrol in the subject unless there is a well-documented case of unprofessional conduct, a breach of the duty of care to school students/clients, or if the reputation of the university has been put at serious risk. Where a student is permitted to re-enrol, they may be permitted to repeat the professional experience component only, provided that all mandatory preliminary requirements (e.g., attendance at lectures, completion of pre-placement tasks) have been completed satisfactorily. Students will generally be permitted to attempt a particular placement twice only. Where a student is undertaking a professional experience subject for the second time, following a failure in the first attempt, and subsequently fails the placement on this second attempt, the student may be considered for exclusion from the course in accordance with Academic Progress regulations (Clause 3.1). Professional Experience Handbook 2014 Page 39 Professional Experience Handbook 2014 Page 40 Please email to CSU Professional Experience Office immediately after the meeting has been concluded. Professional Experience Handbook 2014 Page 41 Sample of letter to be sent by CSU to pre-service teacher “at risk” [insert date] To [Pre-service Teacher’s] (Student Number): Dear [insert first name] I am writing to advise you that staff in the Faculty of Education and your associated school/service have received notice from staff in your professional experience placement, [INSERT SCHOOL/SERVICE NAME] that you are at risk of failing your current sitebased professional experience placement. It is important that you familiarise yourself with the procedures for supporting students at risk. These can be found in your professional experience handbook. Staff in your professional experience placement school/service have negotiated and documented a Developmental Support Plan with you. This includes explicit actions that you as a preservice teacher need to take in order to complete the placement satisfactorily. The plan also includes a time for reviewing the situation and for consultation meetings. Depending on the outcome of the Developmental Support Plan, different processes will be undertaken to support you in your endeavour to meet the requirements for subject completion. It should be noted that the awarding of an Unsatisfactory grade at the conclusion of the professional experience placement will constitute a fail in the subject [INSERT SUBJECT CODE]. Failure in the subject may lead to exclusion from the course for a period of up to three years. As a matter of urgency, you are required to sign the declaration at the bottom of this letter to indicate that you have read it and then return it IMMEDIATELY by email to the Professional Experience and Partnerships Coordinator on your home campus. If you have any concerns or queries about the process, please discuss these with your University Liaison Officer/PELO and/or the Professional Experience and Partnerships Coordinator at your home campus. My contact details are: Phone: (02) …………………………; Email: ……………………………… Yours sincerely Professional Experience and Partnerships Coordinator _______________________________________________________________ I __________________________________ (INSERT YOUR NAME) have read the above letter in relation to the fact that I am have been placed at risk of failure on professional experience I am aware of the consequences of failing professional experience. ________________________________________ (Signature) ____________ (Date) PLEASE EMAIL IMMEDIATELY TO PROFESSIONAL EXPERIENCE AND PARTNERSHIPS COORDINATOR at peu@csu.edu.au CONSIDERATION FOR THE AWARD OF OUTSTANDING IN PROFESSIONAL PRACTICE This Award is presented by the Executive Dean of the Faculty of Education and acknowledges outstanding success in a professional experience placement. It is a rare award and should be considered to be the equivalent of receiving a High Distinction in a graded subject. The Award is not granted automatically. Students must apply for consideration by completing a submission which includes recommendations from staff at the placement school, extended reflection on the placement by the student and endorsement by the Subject Coordinator. The requirements for consideration for the Award of Outstanding in Professional Practice are as follows: 1. Final Professional Experience Report 85% of gradings on the final report must be at a level designated “Going Beyond”; the remainder must be assessed at “Achieved”. Students must achieve all gradings in the Professional Practice domain at “Going Beyond”. 2. Recommendation by the Associate Teacher At the time of compilation of the final professional experience report, and where the student meets the above criteria, the Associate Teacher is invited to complete a letter of recommendation which describes: Examples from a minimum of three areas in which the pre-service teacher has demonstrated outstanding teaching competence Evidence of the student’s initiative and independence in the course of the placement Areas in which the pre-service teacher has contributed to the wider school community beyond the immediate classroom. This letter of recommendation should be endorsed by the Principal/Director and be sent to the Professional Experience Unit with all other documentation at the conclusion of the placement. Copies should be given to the pre-service teacher for inclusion in the application. 3. Endorsement by the Subject Coordinator The pre-service teacher should request of the Subject Coordinator a written statement attesting to the fact that the student has completed all requirements prior to, during and following the professional experience placement at a satisfactory standard. 4. Reflection by the pre-service teacher The pre-service teacher should construct an e-portfolio which presents evidence from the professional experience placement that the student has addressed each of the 7 standards of the National Professional Standards for Teachers. The eportfolio should consist of an introductory page establishing the context of the placement and include no more than one portfolio page for each standard, providing annotated evidence of achievement. The e-portfolio should be saved to a thumb drive and submitted with the application. 5. Application The pre-service teacher should submit by mail an application consisting of the above 4 documents, a thumb drive containing the e-portfolio and a letter of application. Applications must be received by the Director, Professional Experience Unit within one month of the conclusion of the professional experience placement. Applications will be assessed by the Professional Experience Results Committee and recommendations for the Award made to the Executive Dean by the Director, Professional Experience Unit. Checklist for Pre-service Teacher’s application 1. Letter of application to the Director, Professional experience Unit 2. Copy of final professional experience report 3. Copy of letter of recommendation from Associate Teacher 4. Report from Subject Coordinator 5. E-portfolio related to each of the Professional Standards for Teachers, submitted on thumb drive. [School letterhead] Recommendation for Award of Outstanding in Professional Practice Pre-service Teacher Course Student ID Associate Teacher (Name) School Associate Teacher (Signature) Date Subject EPT Grounds for recommendation by Associate Teacher: Examples from a minimum of three areas in which the pre-service teacher has demonstrated outstanding teaching competence Evidence of the student’s initiative and independence in the course of the placement Areas in which the pre-service teacher has contributed to the wider school community beyond the immediate classroom. Principal’s Endorsement of recommendation: Name: Date: Signature:
