Allow the pre-service teacher opportunities to manage lesson transitions and working with small groups Complete Form A A: AITSL ‘‘Form Standards for Graduating Teachers’, assessment and send to: Give the pre-service teacher (and if necessary, CDU) feedback as to progress. (See Risk” procedures if necessary) “At Pre-service teacher and mentor teacher discuss: the language of the profession emergent teacher identity, personal philosophies, developing and shaping philosophies/beliefs, finding common ground in teacher philosophies/beliefs development of positive attitudes and perceptions room culture, physical and – aesthetic environment of room, room routine and layout teacher and child interaction techniques – fostering relationships with children, communication strategies, discussion of teaching strategies, verbal and cues for gaining children’s attention positively Observation techniques duty of care learning objectives, outcomes, indicators the EYLF and/or State/National Curriculum Pre-service teachers should be involved this Give the pre-service teacher opportunities week with: to complete and discuss observations and marking attendance, yard duties planning observations and individual summaries of Assist pre-service teachers reflection children (refer to Resources heading under through oral and written feedback on lesson Childhood” tab in InSchool site) plans and teaching “Early organising/settling children Allow the pre-service teacher opportunities to manage lesson transitions and working assisting and coordinating transitions with small groups Week 2 attending staff/room meetings Discuss the reflective journal with Continuing to add to reflective journal and teacher. discussing entries with mentor teacher Teach a minimum of 2 lesson plans Reflect on lessons with mentors Undertake further planning and teaching for groups/individuals if mentor and teacher feel confident in this. Aim to build up to teach one half day/session.
Allow the pre-service teacher opportunities to manage lesson transitions and working with small groups Complete Form A ‘‘Form A: AITSL Standards for Graduating Teachers’, assessment and send to: Give the pre-service teacher (and if necessary, CDU) feedback as to progress. (See “At Risk” procedures if necessary) Pre-service teacher and mentor teacher discuss: the language of the profession emergent teacher identity, personal philosophies, developing and shaping philosophies/beliefs, finding common ground in teacher philosophies/beliefs development of positive attitudes and perceptions – room culture, physical and aesthetic environment of room, room routine and layout teacher and child interaction techniques – fostering relationships with children, communication strategies, discussion of teaching strategies, verbal and cues for gaining children’s attention positively Observation techniques duty of care learning objectives, outcomes, indicators the EYLF and/or State/National Curriculum Week 2 Pre-service teachers should be involved this week with: marking attendance, yard duties observations and individual summaries of children (refer to Resources heading under “Early Childhood” tab in InSchool site) organising/settling children assisting and coordinating transitions attending staff/room meetings Continuing to add to reflective journal and discussing entries with mentor teacher Teach a minimum of 2 lesson plans Reflect on lessons with mentors Undertake further planning and teaching for groups/individuals if mentor and teacher feel confident in this. Aim to build up to teach one half day/session. Give the pre-service teacher opportunities to complete and discuss observations and planning Assist pre-service teachers reflection through oral and written feedback on lesson plans and teaching Allow the pre-service teacher opportunities to manage lesson transitions and working with small groups Discuss the reflective journal with teacher.
ins-btlec-ecp120-week-by-week-suggestions.docx