FACULTY OF EDUCATION AND ARTS

Professional Experience Guidebook

EDFX241 Educational Studies and Professional Experience 1: Becoming a Teacher

wil.acu.edu.au

EDFX241 GUIDEBOOK (revised 8 March 2019) 2

This Student Guidebook supports the Faculty of Education and Arts Professional Experience Program (PEP) that is an integral part of its undergraduate and postgraduate Initial Teacher Education Course. Created 13 November, 2017 Updated 11 February, 2019

EDFX241 GUIDEBOOK (revised 8 March 2019) 3

Contents

SECTION 1: GENERAL INFORMATION ......................................................................................... 4

SECTION 2: IMPORTANT CONTACTS ......................................................................................... 5

SECTION 3: COURSE PROGRESSION ......................................................................................... 6

SECTION 4: OVERVIEW OF EDFX241 .......................................................................................... 8

SECTION 5: PLACEMENT AND COURSE REQUIREMENTS ....................................................... 9

5.1 PRE-REQUISITES ................................................................................................................ 9

5.2 PRIOR TO COMMENCEMENT OF EDFX241 ...................................................................... 9

5.3 MANDATORY DOCUMENTS ................................................................................................ 9

SECTION 6: ENGAGING IN THE PLACEMENT .......................................................................... 10

6.1 PREPARING FOR PLACEMENT ........................................................................................ 10

6.2 REQUIRED TEACHING EXPERIENCE ............................................................................... 11

6.3 WITHDRAWAL FROM PLACEMENT ................................................................................. 11

SECTION 7: ASSESSMENT OF THE UNIT ................................................................................. 12

7.1 UNIT ASSESSMENT ........................................................................................................... 12

7.2 INTERIM PROFESSIONAL EXPERIENCE REPORT........................................................... 14

7.3 FINAL REPORT .................................................................................................................. 14

7.4 SUBMISSION OF REPORTS ............................................................................................. 14

SECTION 8: SUPPORT PROCESSES ......................................................................................... 15

8.1 ‘AT RISK’ ............................................................................................................................ 15

8.2 PRE-SERVICE TEACHER MISCONDUCT .......................................................................... 15

SECTION 9 PROFESSIONAL RESPONSIBILITIES .................................................................... 17

9.1 ATTENDANCE .................................................................................................................... 17

9.2 DRESS CODE .................................................................................................................... 17

9.3 LEGAL AND ETHICAL REQUIREMENTS .......................................................................... 17

9.4 TEACHING FOLDERS ....................................................................................................... 18

SECTION 10: SUPERVISING TEACHER INFORMATION ........................................................... 19

10.1 ROLES AND RESPONSIBILITIES ............................................................................... 19

10.2 PROFESSIONAL CONVERSATIONS .......................................................................... 19

10.3 MENTORING ................................................................................................................ 19

10.4 ADMINISTRATIVE INFORMATION ............................................................................. 19

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SECTION 1: GENERAL INFORMATION Welcome to the professional experience program for the Faculty of Education and Arts, Australian Catholic University (ACU). ACU has a long history of teacher education in Australia (over 100 years) and currently delivers fully accredited initial teacher education courses into four state/territory jurisdictions including the Australian Capital Territory, New South Wales, Queensland, Victoria and a range of Online options. At ACU we recognise the centrality and criticality of professional experience and have developed a progressive, scaffolded program structured to build pre-service teacher‟s skills, knowledge and practice whilst developing a strong commitment, enthusiasm and respect for the teaching profession.

The ACU professional experience program provided pre-service teachers with the opportunity to engage in authentic learning in a range of educational settings. Through participation in a developmental sequence of progression experiences, pre-service teachers come to appreciate the complexities and teaching. Particular emphasis is placed on responding to the expectations of Education Systems and the varied State and Territory jurisdictional requirements while addressing the priorities of education and the national accreditation requirements of the Australian Institute for Teaching and School Leadership (AITSL).

In line with its mission, that emphasises “a fundamental concern for justice and equity, and the dignity of all human beings”, ACU aims to empower its pre-service teachers as accomplished and articulate advocates for the rights and responsibilities for all young people within their professional, educational and community contexts. Pre-service teachers learn alongside experienced practitioners, building knowledge and skills. Our partners in schools and educational settings share their knowledge and expertise and mentor the professionals of the future.

Expectations for each placement differ and, naturally, increase as pre-service teachers gain confidence and experience. Therefore, it is important that all stakeholders are familiar with the information contained in this guidebook. The WIL@ACU website also provides access to all checklists, forms and tools that support pre-service teachers, schools and ACU staff.

To ensure the ongoing quality of the program we welcome your feedback at any time and more formally during and at the end of the professional experience placement. ACU extends its appreciation to all participants in the program.

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SECTION 2: IMPORTANT CONTACTS There are many ways that you can be informed and kept up-to-date about professional experience policy, guidebooks, reports, calendars and resources. Information about professional experience at ACU can be found on the WIL@ACU website. It is expected that pre-service teachers are familiar with the WIL@ACU website and familiar with all policies, documents and resources on this site. For more specific information please use the following contacts:

Lecturers in Charge of EDFX241

Lecturers are appointed to support pre-service teachers through the placements. Names and contact details of these ACU academics can be obtained from the unit LEO site or from the Professional Experience Office.

Tertiary Supervisors Each pre-service teacher and setting will be advised of a tertiary supervisor prior to the commencement of placement.

Professional Experience Office

Ballarat: FEAPlacements.Ballarat@acu.edu.au Brisbane: FEA.PlacementsQLD@acu.edu.au Canberra: FEA.nsedpcecanberra@acu.edu.au Melbourne: FEA.PlacementsPrimaryMelb@acu.edu.au Strathfield & North Sydney: FEA.PlacementsPrimaryNSW@acu.edu.au

EDFX241 National Professional

Experience Coordinator

Please contact your state based Professional Experience Office for details of the National Coordinator

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SECTION 3: COURSE PROGRESSION Professional experience units are praxis-oriented and connect with Education and Curriculum studies units. The table below provides insight to the units that pre-service teachers have already completed prior to the EDFX241 placement. The table also displays units that pre-service teachers will complete as part of their Initial Teacher Education Degree. Students should always consult the current Course Enrolment Guide for accurate enrolment information and course maps.

YEAR 1: Foundation Year

Se

me

ste

r 1

Literacy Mathematics Inclusive Education, or Religious Education Or Religious Strand 1

Introduction to Mathematical Thinking

Exploring Literature

Science in Our World

Se

me

ste

r 2

Discipline Minor Or Religious Strand 2

Digital Communication Technologies

Global Citizens: Civics and Citizenship in a Changing World

Self and Community: Exploring the Anatomy of Modern Society Core Curriculum

YEAR 2: School and Curriculum Contexts

Se

me

ste

r 1

Education Studies and Professional Experience 1: Becoming a Teacher

Technologies Education

Literacy Education 1 Curriculum, Pedagogy and Assessment

Mathematics Education 1 Curriculum, Pedagogy and Assessment

Socio-cultural Influences on Education/ Community Engagement

Se

me

ste

r 2

Education Studies and Professional Experience 2: Building Positive Relationships

The Arts Education 1 Curriculum, Pedagogy and Assessment

Science Education 1 Curriculum, Pedagogy and Assessment

Health and Physical Education 1 Curriculum, Pedagogy and Assessment

Foundations of Learning

YEAR 3: Diversity of Learners

Se

me

ste

r 1

Diversity and Inclusive Education

The Arts Education 2

Science Education 2: Curriculum, Pedagogy and Assessment

Health and Physical Education 2

Discipline Minor 3 Or Religious Strand 3

Se

me

ste

r 2

Education Studies and

Professional Experience 3: Creating Quality Learning Environments

Literacy Education 2:

Curriculum, Pedagogy and Assessment

Mathematics Education

2: Curriculum, Pedagogy and Assessment

Humanities and

Social Sciences Curriculum, Pedagogy and Assessment

Discipline Minor 4

Or Religious Strand 4

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YEAR 4: Engaging with the teaching profession

Se

me

ste

r 1 Transition into the

Primary Profession

Discipline Extension or

Elective 1

Aboriginal and Torres Strait

Islander Cultures Peoples and Education

Justice and

Change in a

Global World

Core Curriculum

Se

me

ste

r 2

Discipline Extension

Or Elective 2

Reflective Pedagogy for Research-informed Teaching and Learning and Professional Experience 4

Discipline Extension

Or Elective 3

Professional experience provides opportunities for pre-service teachers to integrate the content and skills explicitly addressed within lectures and tutorials to develop an understanding of what is required to be a highly effective teacher and the importance of creating quality learning environments.

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SECTION 4: OVERVIEW OF EDFX241 This unit will focus on pre-service teachers becoming effective teachers through engagement in and reflection on explicit teaching skills for effective practice, coupled with the introduction to the professional responsibilities of a teacher. Pre-service teachers will engage in teaching experiences in classrooms, simulated classrooms and through micro-teaching skill development opportunities, with the specific purposes of learning how to plan for effective learning and teaching through modelling and demonstrating their understanding of the components of key teaching skills. They will form links between theory and practice in a coherent manner as they describe, analyse and reflect upon quality teaching and what makes a difference to student learning outcomes. Pre-service teachers will also be introduced to the purpose and structure of the Digital Portfolio of Professional Practice that is created using the Australian Professional Standards for Teachers: Graduate as the framework.

Each professional experience in the course emphasises specific learning outcomes. On successful completion of this unit, pre-service teachers should have developed their ability to: 1. demonstrate an understanding of and act in accordance with the professional role

and responsibilities of teachers in the classroom and in the primary school community (GA3, GA5, GA7; APST 6.1, 7.1, 7.2)

2. identify, describe, develop and implement appropriate and effective learning activities and sequences, teaching skills and strategies, and resources, including the ethical use of ICT, that engage learners (GA5; GA10; APST 2.1, 2.2, 2.6, 3.3, 3.4, 4.5)

3. demonstrate variability in the use of verbal and non-verbal classroom communication and effective interpersonal skills during teaching episodes that support student engagement in learning (GA9; APST 3.5, 4.2)

4. construct and evaluate teaching skills and strategies through small group activities, embedded within lesson plans and activities noting student strengths and needs, content from key learning areas, in particular Literacy and Numeracy (GA9; APST 1.1, 2.2, 3.2, 3.3)

5. critically reflect upon and evaluate teaching skills and strategies used in the context of the various learning environments (on campus/online/in the field) experienced in this unit and establish links between theoretical perspectives and professional practice (GA3, GA4; GA5, GA7; APST 6.1; 6.3).

6. demonstrate an understanding of the importance, policies and strategies for building safe and supportive environments for working with children and young people (GA1, GA5; APST 4.4, 7.1, 7.2).

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SECTION 5: PLACEMENT AND COURSE REQUIREMENTS To participate in EDFX241 there are certain prerequisites and pre-service teachers must engage in a range of teaching activities that demonstrate competent professional practices that are in accordance with their course phase. To be course complete there are also requirements to be fulfilled for teacher registration.

Mandatory requirements to be completed prior to each placement can be viewed here.

5.1 PRE-REQUISITES Prior to undertaking EDFX241 all pre-service teachers must have completed:

ENGL140 Children‟s Literature: Worlds of Fiction NMBR140 Introduction to Mathematical Thinking

5.2 PRIOR TO COMMENCEMENT OF EDFX241 Pre-service teachers must carefully note the conditions for placement that are described in the placement process document. This includes:

the maximum travel time from home that can be reasonably anticipated

the outcomes that apply if an offered placement is declined

the responsibility of the pre-service teacher to notify the PEP office of any EIP

the PEP office‟s endeavor to place pre-service teachers for the advertised dates

5.3 MANDATORY DOCUMENTS Prior to undertaking EDFX241 all pre-service teachers must have completed the following pre-placement mandatory documents. These pre-placement mandatory documents must now be uploaded to InPlace by the pre-service teachers.

WORKING WITH CHILDREN CHECK: All pre-service teachers must meet mandatory requirements before enrolling in and commencing any professional experience unit. The conditions around this vary across States and Territories and details can be found here. International Students are also required to meet the required mandatory requirements and obtain the necessary documentation of the state/territory where they are enrolled. You are required to upload your WWCC information to InPlace. Pre-service teachers who cannot provide current WWCC documentation are prohibited from entering educational settings and their placement will be cancelled. This may result in a Fail grade (NN) being awarded. Similarly, failure to maintain requirements for placement such as a WWCC (i.e. any such

requirement lapsing or being cancelled whilst on placement) may lead to withdrawal from placement or failure in the unit.

FITNESS TO TEACH: Professional experience can be a demanding time for pre-service teachers and they must be equipped to undertake a placement. ACU has expectations for pre-service teachers in relation to meeting mandatory teaching requirements. Pre- service teachers must confirm that they have the medical, physical and psychological capacity to safely undertake their professional experience placement. Prior to each placement pre-service teachers must read and sign the Commitment to professional conduct form and Fitness to Teach guidelines. The completed Commitment to Professional Conduct form must be uploaded to InPlace prior to undertaking any placement.

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PROFESSIONAL EXPERIENCE PREPARATION MODULES: this series of modules is a hurdle task and has been developed to help you to be successful in your professional experience placements. There are six short recorded lectures and quizzes to complete. The modules provide foundational information that will give insight into important professional experience issues such as professional standards, code of conduct, legal requirements, child protection and professional relationships. You can access the modules through the LEO site. Proof of completed modules must be uploaded to InPlace prior to undertaking your first placement.

SECTION 6: ENGAGING IN THE PLACEMENT To meet AITSL accreditation requirements ACU Initial Teacher Education courses embed 80 days of professional experience into the Bachelor of Education (Primary) course. In EDFX241 the total required number of supervised placement days is 10. The days of professional experience are well structured and fully supervised by experienced, appropriately qualified teaching practitioners structured in a developmental sequence across a variety of educational settings. Please check the professional experience calendar on WIL@ACU and the unit outline for details of your placement dates.

6.1 PREPARING FOR PLACEMENT Pre-service teachers are also required to engage in visits or briefing sessions with the school prior to the commencement of the placement to familiarise themselves with the setting, context and stakeholders. Some suggestions for this meeting are included below:

Making contact with your supervising teacher

Initial meeting with your setting/supervising teacher Note that pre-service teachers who do not engage in these expected preparation activities or do not attend the first day of placement without good reason and proper communication will be regarded as having „withdrawn themselves from a professional experience placement once the placement has been confirmed‟ (see section 6.3, below).

GRADUATE TEACHER STANDARD 7.2: COMPLY WITH LEGISLATIVE, ADMINISTRATIVE AND ORGANISATIONAL REQUIREMENTS requires pre-service teachers to understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage. Pre-service teachers must be knowledgeable about the workplace, health and safety policies of the setting that they are engaging in during briefing sessions and in the early days of placement pre- service teachers must be inducted into the safety policies and procedures of the setting. The document must be completed and uploaded to InPlace within the first three days of the placement confirming induction into the setting for EDFX241.

If you are injured on placement it is important that the incident/injury reporting procedures within the particular workplace are followed.

Preparing for your placement is essential. Further information that will assist you includes:

Guidelines to the placement process InPlace guide for Education students ACU Services and Supports for pre-service teachers

Permission letter to observe and take photos Pre-service teacher emergency contact form

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6.2 REQUIRED TEACHING EXPERIENCE The following engagements are recommended across the 10 day placement. They provide a scaffolded praxis-oriented approach to building experience, competency and confidence. These engagements are to be discussed, negotiated and planned with the supervising teacher.

First 5 Days

Day

Proposed Teaching Expectation

1 - 3 Observation and small group teaching; assisting the class teacher in the teaching and learning process, plus managing

class routines

3 - 5 One – two lessons/learning experience per day with a focus on skills developed through micro-teaching opportunities

Second 5 Days

Day Proposed Teaching Expectation

6 Preparation and small group teaching

7 - 8 Two lessons/learning experiences per day

9 - 10 Three lessons/learning experiences per day – experiencing morning and afternoon teaching and learning contexts, plus

taking responsibility for class routines

Practicum reflection, self-auditing and evaluation.

6.3 WITHDRAWAL FROM PLACEMENT

Pre-service teachers can withdraw from placements in accordance with University policy. If a pre-service teacher withdraws themselves from a professional experience placement once the placement has been confirmed, either prior to commencing or during the placement a fail grade (NN) will be awarded. Failure to complete the correct withdrawal or deferment requirements may put future placements, and therefore course progression in jeopardy.

Pre-service teachers who do not attend their first day of placement (without good reason and without proper communication with the PEP office and the school) will be regarded as having „withdrawn themselves from a professional experience placement once the placement has been confirmed‟.

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SECTION 7: ASSESSMENT OF THE UNIT

7.1 UNIT ASSESSMENT To successfully complete EDFX241 pre-service teachers must pass all tasks which are assessed by different stakeholders:

Brief Description of Assessment Tasks Weighting Learning Outcome/s Assessed

Graduate Attributes

APST - Graduate

Assessment Task 1 Evaluating Teaching and Learning

Part A – Lesson planning Part B – Teaching skills demonstrated through microteaching activities Part A – Lesson Plan 30%

Each pre-service teacher is to submit a full lesson plan using the ACU Lesson Plan Format to prepare and develop a 30 – 50min lesson using content and ideas from a KLA area and stage of your choice and the micro-skill allocated. Be sure to include:

o the lesson plan with content and micro-skill to be developed and assessed

o provisions for the sequential development of the content and ideas of the lesson

o teaching aids and resources in the development and application of the content. For example, texts, handouts, PowerPoint presentations, visuals, movies, etc.

o critical reflection relating to the processes and practices of planning and implementing lessons for engaging and improving student learning

o plans should be approximately 3 pages, including: 1 title/outcomes page, 2 pages of content/strategies

Part B - Teaching and learning 20%

In pairs, students are to deliver a 10-minute micro-lesson with the tutorial group acting as the audience. The lesson should focus on the micro-skill allocated and strategies that will involve the tutorial group as active participants, demonstrating the capacity to organise classroom activities and provide clear directions.

50% 2, 3, 4, 5 GA4, GA5, GA7, GA9, GA10

1.1, 2.1, 2.2, 2.6,

3.2, 3.3, 3.4, 3.5,

4.2, 4.5, 6.1, 6.3

Assessment Task 2 Part A: Digital Portfolio 35%

Plan and create a Digital Portfolio of Professional Practice using the Australian Professional Standards for Teachers: Graduate as a framework. Self- auditing of practices taken from micro-teaching activities and the initial 5 single days of professional experience must be included with a selection of evidence/artefacts, supported by annotations and critical reflection of the chosen Standards that address the Learning Outcomes for this unit justifying their inclusion.

50% 2, 3, 4, 5 GA4, GA5. GA7, GA9, GA10

2.1, 2.2, 2.6,

3.2, 3.3, 3.4, 3.5,

6.1, 6.3, 7.2

Part B: Reflection on the Process 15%

Must demonstrate deep understanding of the role of critical reflection, constructive feedback and the

2.1, 2.2, 2.6, 3.2, 3.3,

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Professional Standards framework in improving teaching practice and student learning outcomes. 800 – 1000 words

3.4, 3.5,

6.1, 6.3, 7.2

Assessment Task 3 Hurdle Requirement: Online preparation modules

Prior to commencing the Community Engagement placement, pre-service teachers must complete a series of compulsory online preparation modules, attaining a score of 95% or above in each module.

The modules cover:

Professional Standards

Professional ethics and expectations

Legal requirements, including Duty of Care, Child Protection and Mandatory Reporting

Professional relationships. Pre-service teachers must also complete and provide evidence of the following:

Anaphylaxis training

Working with Children Check or a Police Check where this is appropriate or mandated.

Working with Children, Young People and Vulnerable Adults online module: Online multiple choice or short answer questions in 4 sub-modules. Pre-service teachers will need to attain a mark of 75% or more in each sub-module before progressing to the next sub-module.

Note: Completion of these modules do not exempt pre-service teachers from seeking a Working with Children Check or a Police Check where this is appropriate or mandated.

Hurdle requirement: a Pass grade only will be awarded. Pre-service teachers will not commence the Community Engagement Experience placement until all modules have been passed and all legal requirements have been met.

6 GA3, GA5 4.4, 7.1, 7.2

Professional Experience Assessment

Professional Experience requirements include compilation of evidence as required. (Refer to attached Professional Experience Handbook and Report).

Compilation of evidence will include:

structured observation and analysis of school and classroom contexts

preparation for all teaching episodes including the setting of goals, outcomes, content, assessment criteria catering for a variety of abilities and characteristics

relevant teaching resources

critical reflection on own teaching experiences

feedback from supervising teacher/s and university staff.

This evidence must be compiled into a well-presented and well-organised Professional Experience folder, which must be updated on a daily basis throughout the placement.

Artefacts and reflections may provide evidence of attainment of the Australian Professional Standards for Teachers: Graduate, and can be included in the ePortfolio.

A pass or fail grade will be awarded for completion of the professional experience days

1, 2, 3, 4, 5 GA3, GA4, GA5, GA7, GA9, GA10

1.1, 2.1, 2.2, 2.6, 3.2, 3.3, 3.4, 3.5, 4.2, 4.5, 6.1, 6.3, 7.1, 7.2

Self-evaluation and reflection, and professional conversations are important aspects in the promotion of professional growth and autonomy. The pre-service teacher is expected to engage in collaboration with their supervising teacher and the tertiary supervisor.

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7.2 INTERIM PROFESSIONAL EXPERIENCE REPORT This report acts as an important aspect of the formative feedback for the pre-service teacher. It provides an opportunity for both the supervising teacher and the pre-service teacher to reflect on the pre-service teacher‟s performance in light of the learning outcomes, assessment expectations, and the Australian Professional Standards for Teachers (AITSL, 2012). The professional conversation around the report is also a perfect time to set goals for the remainder of the placement. The Interim assessment report is required to be completed at the mid stage of the placement block to ensure the pre-service teacher has time to demonstrate expected progress. If the supervising teacher and tertiary supervisor consider the pre-service teacher to be UNSATISFACTORY in their professional development at this point, the „Professional Experience At Risk (PEAR)‟ procedure (refer to section 8) will be put into place.

7.3 FINAL REPORT The Final Report form offers an opportunity for the supervising teacher to identify strengths in the pre-service teacher‟s professional knowledge, practices and engagement, as well as areas requiring further development. The supervising teacher is required to complete a formal professional experience report for the pre-service teacher by the end of the professional experience making a final assessment as to whether the pre-service teacher‟s performance on placement has met all of the required standards. The pre-service teacher must have read, responded to and signed the report by the last day of the professional experience period.

7.4 SUBMISSION OF REPORTS It is the responsibility of the pre-service teacher to upload to InPlace the following items within two (2) business days of the mid point of the placement:

Interim Report

It is the responsibility of the pre-service teacher to upload to InPlace the following items within five (5) business days of the conclusion of the placement:

Attendance record Final Report

More information about submitting reports can be found here.

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SECTION 8: SUPPORT PROCESSES

8.1 ‘AT RISK’ A pre-service teacher may be deemed „At Risk‟ should they experience challenges in demonstrating the learning outcomes, meeting assessment expectations, and/or demonstrating developing understandings of the Australian Professional Standards for Teachers depending on their stage of progression in the degree program. A student is placed „At Risk‟ in order to support them towards successful completion of their professional experience placement. Breaches of professional conduct follow a different process (refer to section 8.2). Essential guidelines:

The „Professional Experience At Risk (PEAR)‟ process can be initiated at any time during the placement.

All stakeholders must be notified if an „Professional Experience At Risk (PEAR)‟ assessment has been made. This should be with at least 30% of the days of placement remaining, or three (3) days of placement remaining (whichever is greater).

The pre-service teacher should be provided with clear written information related to areas of unsatisfactory performance and appropriate strategies are expected to be collaboratively developed to facilitate improved performance.

If the pre-service teacher does not improve to a satisfactory level in relation to the required level of achievement for the specific placement, then they will receive a Fail (NN) grade.

The „Professional Experience At Risk (PEAR)‟ protocol and procedure and the

„Professional Experience At Risk (PEAR)‟ notification form provide further information.

8.2 PRE-SERVICE TEACHER MISCONDUCT „Professional Experience At Risk (PEAR)‟ procedures do not need to be followed if an act of professional misconduct has occurred. Pre-service teachers can be deemed unsatisfactory for a range of reasons including unprofessional behaviour, failure to meet the unit learning outcomes, inappropriate engagement with social media, failure to meet Commitment to Teach agreement and unexplained absences from placement.

On the advice of the relevant ACU Academic staff a pre-service teacher may also be withdrawn from a professional experience placement by:

The Executive Dean under the Student Conduct and Discipline Policy if the pre- service teacher is alleged to have committed an act of misconduct including a breach of the professional conduct expectations or placement guidelines of the supervising organisation or the publish Faculty of School Policy, Procedures, Protocols and/or guidelines relating to such placements; or

The Associate Vice-Chancellor of Campus Dean under the Policy of Serious Health Conditions if the student is in a state of health, whether mental or physical, which makes the pre-service teacher unfit to undertake the placement at the time.

The ACU policy for misconduct can be read in full here. Further details about professional conduct whilst on professional experience can be found here.

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8.3 WORKPLACE HEALTH AND SAFETY AND CRITICAL INCIDENTS

Professional experience stakeholders acknowledge and comply with all relevant Australian laws regarding the selection, treatment and supervision of students including, but not limited to, Child Protection, and relevant Workplace Health and Safety legislati on in relation to providing a safe study environment, engaging pre-service teachers in the identification and management of hazards and risks, harassment, bullying, equal opportunity and diversity.

Pre-service teachers also comply with the relevant host site requirements for reporting incidents and accidents and notifying supervising teachers and others about hazards. These also report incidents within the University‟s reporting system, riskware (logging in with their student ID and password to riskware: www.acu.edu.au/292327).

If pre-service teachers are injured, as a result of a placement, they should contact the University‟s Finance Directorate (InsuranceFinance@acu.edu.au), for more information about the process for submitting an insurance claim against the University‟s Personal Accident Policy. If they submit a claim for medical expenses, they should send Finance a copy of their riskware incident report.

During their professional experience, a pre-service teacher may be confronted by a critical incident or episode and should be aware of what action should be taken in the event that one does occur.

Critical incidents could include (but are not limited to): Verbal or physical threats with or without violence;

Physical assault occurring on a placement; Sexual harassment involving another teacher, student or educational setting member; Racist remarks or discrimination; Signs of being under the influence of drugs or alcohol;

A child/student being hurt while the pre-service teacher is teaching; and A child protection matter, for example, if a child is at risk of being harmed, or if child

abuse or neglect is witnessed or suspected.

If a critical incident or episode occurs it must be reported as soon as possible to School personnel and the Professional Experience Office who should notify the ACU National Security Centre on 1300 792 452 or 8888 (internal University phones) who will notify Senior Officers of the University.

In an emergency situation including where there is danger of harm, external emergency

services should be called on 000. More information about the policy can be viewed here.

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SECTION 9 PROFESSIONAL RESPONSIBILITIES 9.1 ATTENDANCE The hours of duty for pre-service teachers are the same as those of the supervising teacher. An attendance policy and attendance record provides you with the information and tools necessary. Punctual and regular attendance is expected. The pre-service teacher and supervising teachers should complete the attendance record daily. If a pre-service teacher is absent from the school, they are expected to notify the school, the tertiary supervisor and the Professional Experience Office as early as possible. If any absences occur, the pre-service teacher should negotiate the „make up day(s)‟ with the placement school and advise the Professional Experience Office via email of these arrangements (Make up day Policy).

9.2 DRESS CODE Pre-service teachers are members of the teaching profession and the school staff whilst undertaking professional experience and represent ACU. It is essential that pre-service teachers consult with their placement school about dress standards required. To meet jurisdictional requirements the lanyard can be used to display your WWCC card and the badge to identify yourself. Workwear branded with ACU Education logos can be purchased from the online store.

9.3 LEGAL AND ETHICAL REQUIREMENTS While it is desirable for the pre-service teacher to become fully involved in educational setting activities, it should be noted that the pre-service teacher is not able to assume the legal responsibility of an employed, fully qualified and registered teacher. Therefore;

The pre-service teacher does not have „duty of care‟ responsibility for the learning group or class;

The ultimate responsibility for the group or class of students rests with the assigned school-based supervising teacher;

At no time should the pre-service teacher be left unsupervised while on placement,

and;

Pre-service teachers should not be asked to assist with providing private transport

for children to venues beyond the school grounds.

If the pre-service teacher has any concerns regarding the manner in which a registered teacher exercises their „duty of care‟ responsibility, they should contact the Professional Experience Office. For further clarification about the legal and ethical obligations of the

pre-service teacher please consult WIL@ACU.

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9.4 TEACHING FOLDERS All pre-service teachers are expected to gradually build up and maintain a carefully organised Professional Teaching Resource Folder, which needs to be in an accessible form for the supervising teacher and tertiary supervisor. The these material may be kept in either hardcopy form or in an online form, such as using leoportfolio – the important consideration be a useful storage system for the pre-service teacher and ready access to it by those who support them. The suggested sections of a folder, or „pages‟ in leoportfolio should be divided into a number of sections for the easy management of materials including:

School organisational procedures; Class organisation and structure;

Curriculum development and evaluation; Approaches to assessment for learning;

School philosophies; Resources used to enhance learning; Teaching exceptional and as risk learners;

Effective learning and teaching strategies; Classroom and conduct management; Home-school partnerships; Multicultural and gender-fair instructions

Tertiary supervisors and supervising teachers will use this documentation to inform their interim and final reports, in addition to the formative feedback and advice that they will provide.

EDFX241 GUIDEBOOK (revised 8 March 2019) 19

SECTION 10: SUPERVISING TEACHER INFORMATION 10.1 ROLES AND RESPONSIBILITIES The key stakeholders have both specific and shared responsibilities in the professional experience sites, education systems and, ACU staff work collaboratively to build strong partnerships and have critical roles to play in the initial teacher education program. For detailed information about all roles and responsibilities of all groups please click here.

10.2 PROFESSIONAL CONVERSATIONS Throughout the placement, we ask that the pre-service teacher be supported by a regular cycle of professional conversations as the framework for feedback and guidance. These conversation prompts have been developed within each of the three domains of Professional Knowledge, Professional Practice and Professional Engagement. Conversation prompts are provided to encourage a collaborative and creative approach to encourage evidence based critical inquiry approaches to the professional experience. See here for further detail.

10.3 MENTORING Mentoring is a professional practice encompassing knowledge and skills that must be learned and grounded by a shared understanding of what “effective mentoring” means and entails. ACU Mentoring professional development investigates key principles, techniques and processes involved in establishing effective mentoring programs for educators in school, early learning Centres and higher education settings. ACU Mentoring professional development is accredited with teacher registration authorities in Australia. Hours completed can be claimed as continuing professional development hours required to maintain teacher registration.

More detailed information about the range of offerings can be found by e-mailing WILforACU@acu.edu.au.

Note that ‘mentoring’ as a practice for supervising teachers is entirely different to the ‘mentoring’ that pre-service teachers may need to engage with as an outcome of the ‘Professional Experience At Risk (PEAR)’ process.

10.4 ADMINISTRATIVE INFORMATION To assist supervising teachers and schools ACU has developed a range of support materials. Guideline booklets, checklists, tools and forms on the WIL@ACU website specific to EDFX241 provide all the information required to mentor and support an ACU pre-service teacher. Administrative forms will be emailed to all supervising teachers and/or schools but can be downloaded from WIL@ACU.