preparing draft lesson/day book plans Pre-service teacher and mentor teacher Teach a minimum of 2 lessons discuss: Reflect on lessons with mentors the language of the profession Undertake further planning and emergent teacher identity, personal teaching for groups/individuals, philosophies, developing and shaping teaching a minimum of full days. philosophies/beliefs, finding common NB: Use Day Book Format (refer to Resources ground in teacher philosophies/beliefs heading under Childhood” tab in “Early development of positive attitudes and InSchool site). 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 planning for assessment timetabling, teaching strategies, ways of gathering evidence and report writing policy/planning documents teaching students with special needs special education policy and other related documents practices in catering for diverse learning needs E-learning role of ICT in the classroom Pre-service teachers should be involved in: Week 3 - Complete Form A A: ‘‘Form marking attendance, yard duties Australian Professional Standards organising/settling students Graduating Teachers’, mid-point Planning and teaching (with collaboration, assessment and send to: input and feedback from mentor teacher) Give the pre-service teacher (and if full weeks. necessary, CDU) feedback as to progress. (See Risk” procedures if necessary) attending staff/room meetings “At Continue reflective journal entries Give the pre-service teacher opportunities Weeks 2, 3, 4, 5 to complete and discuss planning and and 6 reflection Assist pre-service teacher’s reflection through oral and written feedback on day book plans and teaching Allow the pre-service teacher opportunities to teach Discuss the reflective journal with teacher.
preparing draft lesson/day book plans Teach a minimum of 2 lessons Reflect on lessons with mentors Undertake further planning and teaching for groups/individuals, teaching a minimum of full days. NB: Use Day Book Format (refer to Resources heading under “Early Childhood” tab in InSchool site). 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 planning for assessment timetabling, teaching strategies, ways of gathering evidence and report writing policy/planning documents teaching students with special needs special education policy and other related documents practices in catering for diverse learning needs E-learning role of ICT in the classroom Weeks 2, 3, 4, 5 and 6 Pre-service teachers should be involved in: marking attendance, yard duties organising/settling students Planning and teaching (with collaboration, input and feedback from mentor teacher) full weeks. attending staff/room meetings Continue reflective journal entries Week 3 - Complete Form A ‘‘Form A: Australian Professional Standards Graduating Teachers’, mid-point assessment and send to: Give the pre-service teacher (and if necessary, CDU) feedback as to progress. (See “At Risk” procedures if necessary) Give the pre-service teacher opportunities to complete and discuss planning and reflection Assist pre-service teacher’s reflection through oral and written feedback on day book plans and teaching Allow the pre-service teacher opportunities to teach Discuss the reflective journal with teacher.
ins-btliec-ecp120-week-by-week-suggestions.docx