Provide pre-service teacher with Pre-service teacher’s involvement this progressive feedback. week is as for week one plus the Pre-service teacher and mentor teacher following: discuss: 2 lessons (minimum). The language of the profession. Reflect on lessons with mentor. Emergent teacher identity, developing Continue reflective journal entries. and shaping philosophies/beliefs. Complete general observation Development of positive attitudes and activities to "observation forms" perceptions room culture, physical – under "student resources" see and aesthetic environment of room, InSchool). These will become part of room routine and layout. your reflective journal and your PoE*. Fostering relationships with learners, Week 2 Undertake further planning and communication and teaching teaching for groups/individuals. strategies; verbal and non-verbal cues for gaining learners attention. Teach planned lessons, self-reflect and ask for written and verbal Observation techniques. feedback. Duty of care. Meet with mentor teacher and discuss the Interim report. Learning objectives, outcomes, Support mentor teacher with his or indicators. her planned teaching activities. Make EYLF and/or Australian Curriculum. notes about established classroom Complete Interim report by end of this week rules and protocols in readiness for giving the PST, and CDU timely feedback as to block placement. progress. (See for Concern” “Degrees procedures if required.) Email to . Give the PST opportunities to complete Pre-service teacher’s involvement this and discuss observations and planning. week is as for weeks one and two plus the Assist PST’s reflection through oral and following: written feedback on lesson plans and Plan and teach a minimum of 2 teaching. Weeks3 & 4 lessons (minimum) over the two Allow the PST opportunities to manage weeks. lesson transitions and working with small Reflect on lessons with mentors. groups. Discuss the reflective journal with PST.
Week 2 Pre-service teacher’s involvement this week is as for week one plus the following: 2 lessons (minimum). Reflect on lessons with mentor. Continue reflective journal entries. Complete general observation activities to "observation forms" under "student resources" see InSchool). These will become part of your reflective journal and your PoE*. Undertake further planning and teaching for groups/individuals. Teach planned lessons, self-reflect and ask for written and verbal feedback. Meet with mentor teacher and discuss the Interim report. Support mentor teacher with his or her planned teaching activities. Make notes about established classroom rules and protocols in readiness for block placement. Provide pre-service teacher with progressive feedback. Pre-service teacher and mentor teacher discuss: The language of the profession. Emergent teacher identity, developing and shaping philosophies/beliefs. Development of positive attitudes and perceptions – room culture, physical and aesthetic environment of room, room routine and layout. Fostering relationships with learners, communication and teaching strategies; verbal and non-verbal cues for gaining learners attention. Observation techniques. Duty of care. Learning objectives, outcomes, indicators. EYLF and/or Australian Curriculum. Complete Interim report by end of this week giving the PST, and CDU timely feedback as to progress. (See “Degrees for Concern” procedures if required.) Email to . Weeks3 & 4 Pre-service teacher’s involvement this week is as for weeks one and two plus the following: Plan and teach a minimum of 2 lessons (minimum) over the two weeks. Reflect on lessons with mentors. Give the PST opportunities to complete and discuss observations and planning. Assist PST’s reflection through oral and written feedback on lesson plans and teaching. Allow the PST opportunities to manage lesson transitions and working with small groups. Discuss the reflective journal with PST.
ins-bedec-epe101-guidelines.docx