program(s) and the resources, Pre-service and mentor teacher assisting as a co- teacher/aide in: discuss: assisting and coordinating the language of the profession transitions emergent teacher identity, Attend staff/room meetings personal philosophies, developing and shaping philosophies/beliefs, Prepare draft lesson plans and seek feedback development of positive attitudes and perceptions culture and Undertake further ongoing – environment of room, routines planning and daily teaching for and layout groups/individuals. teacher and child interaction Begin discussions, planning and techniques organisation with a focus on meeting APST 3 & 5 for planning and teaching, fostering relationships with children, teaching strategies and assessment and reporting of student learning. duty of care Planning and teaching (with the Australian Curriculum collaboration, input and feedback policy/planning documents from mentor teacher) at least practices in catering for diverse two weeks incorporating learning needs solid/fulltime teaching. At the end of Week 2 - Complete and send to: Interim Report Pre-service teacher’s involvement continues plus the following: Give the PST (and if necessary, CDU) feedback as to progress. (See Planning and teaching (with Degrees of Concern” “Reporting collaboration, input and feedback procedures if necessary) from mentor teacher) full days Give the PST opportunities to building up to a minimum of 10 complete and discuss planning and sequential lessons reflection Continue reflective journal entries Weeks 3, 4, Assist PST’s reflection through oral Ensure that your mentor has lesson and written feedback on day book plans at least one day before they plans and teaching are to be taught; sequences one Allow the PST opportunities to teach week ahead Discuss the reflective journal with PST Manage lesson transitions, assessment of tasks, setting up for teaching and learning Research different ways of gathering
program(s) and the resources, assisting as a co- teacher/aide in: assisting and coordinating transitions Attend staff/room meetings Prepare draft lesson plans and seek feedback Undertake further ongoing planning and daily teaching for groups/individuals. Begin discussions, planning and organisation with a focus on meeting APST 3 & 5 for planning and teaching, and assessment and reporting of student learning. Planning and teaching (with collaboration, input and feedback from mentor teacher) at least two weeks incorporating solid/fulltime teaching. Pre-service and mentor teacher discuss: the language of the profession emergent teacher identity, personal philosophies, developing and shaping philosophies/beliefs, development of positive attitudes and perceptions – culture and environment of room, routines and layout teacher and child interaction techniques fostering relationships with children, teaching strategies duty of care the Australian Curriculum policy/planning documents practices in catering for diverse learning needs At the end of Week 2 - Complete Interim Report and send to: Weeks 3, 4, Pre-service teacher’s involvement continues plus the following: Planning and teaching (with collaboration, input and feedback from mentor teacher) full days building up to a minimum of 10 sequential lessons Continue reflective journal entries Ensure that your mentor has lesson plans at least one day before they are to be taught; sequences one week ahead Manage lesson transitions, assessment of tasks, setting up for teaching and learning Research different ways of gathering Give the PST (and if necessary, CDU) feedback as to progress. (See “Reporting Degrees of Concern” procedures if necessary) Give the PST opportunities to complete and discuss planning and reflection Assist PST’s reflection through oral and written feedback on day book plans and teaching Allow the PST opportunities to teach Discuss the reflective journal with PST
ins-epe520-guidelines-prisec.docx