Suggested guidelines for EPE5200 Professional Experience: Professional experience in schools helps to develop the professional knowledge, skills and attitudes needed for beginning teachers. The professional experience promotes learning about professional contexts, about educational settings and practices, about schools and other learning settings and most importantly about teaching and learning strategies that foster pre-service teachers (PSTs) growth and development. The following schedule is a guide to provide ideas and elaborate on the unit content and in-school learning tasks for EPE520. The schedule can be varied or added to according to the needs/situations of the school, the context and pre-service teacher. TIMELINE PRE-SERVICE TEACHER MENTOR TEACHER Organise a timetable of days of Contact your mentor teacher to clarify details regarding attendance for the pre-service placement and initial expectations teacher of placement. Familiarise yourself with the Before the Prepare yourself for the requirements of the professional commitment of a school day: Professional experience and with the Experience 20 minutes before the students assessment forms start school at one hour after school finishes, depending upon the school activities Begin reflective journal and discuss Introduce PST to the director/principal entries with mentor teacher and other staff where appropriate Introduce yourself to the children and Discuss the reflective journal with the other staff PST. Give feedback on how you will respond to planning and teaching Pre-service teachers should be Give the PST opportunities to involved this week with: complete and discuss observations Week 1 Marking attendance, yard duties Provide access and time to discuss Undertaking individual observations (Days 1 5) – your observations and program as and individual summaries of children & Week 2 well as how you plan your program or general observations to the and undertake observations "student resources" tab in InSchool) Allow the PST opportunities to to gain an understanding of the manage lesson transitions and teaching context working with small groups Focus on observations of the draft lesson plans and class(es), the teacher(s), the provide feedback
Suggested guidelines for EPE5200 Professional Experience: Professional experience in schools helps to develop the professional knowledge, skills and attitudes needed for beginning teachers. The professional experience promotes learning about professional contexts, about educational settings and practices, about schools and other learning settings and most importantly about teaching and learning strategies that foster pre-service teachers (PSTs) growth and development. The following schedule is a guide to provide ideas and elaborate on the unit content and in-school learning tasks for EPE520. The schedule can be varied or added to according to the needs/situations of the school, the context and pre-service teacher. TIMELINE PRE-SERVICE TEACHER MENTOR TEACHER Before the Professional Experience Contact your mentor teacher to clarify details regarding placement and initial expectations of placement. Prepare yourself for the commitment of a school day: 20 minutes before the students start school at one hour after school finishes, depending upon the school activities Organise a timetable of days of attendance for the pre-service teacher Familiarise yourself with the requirements of the professional experience and with the assessment forms Week 1 (Days 1 – 5) & Week 2 Begin reflective journal and discuss entries with mentor teacher Introduce yourself to the children and other staff Pre-service teachers should be involved this week with: Marking attendance, yard duties Undertaking individual observations and individual summaries of children or general observations to the "student resources" tab in InSchool) to gain an understanding of the teaching context Focus on observations of the class(es), the teacher(s), the Introduce PST to the director/principal and other staff where appropriate Discuss the reflective journal with the PST. Give feedback on how you will respond to planning and teaching Give the PST opportunities to complete and discuss observations Provide access and time to discuss your observations and program as well as how you plan your program and undertake observations Allow the PST opportunities to manage lesson transitions and working with small groups draft lesson plans and provide feedback
ins-epe520-guidelines-prisec.docx