program(s) and the resources, Check draft lesson plans and assisting as a co- teacher/aide in: provide feedback assisting and coordinating Pre-service and mentor teacher transitions discuss: Attend room meetings the language of the profession Prepare draft learning plans and emergent, personal philosophies, seek feedback developing and shaping philosophies/beliefs, Undertake further ongoing planning and teaching for development of positive attitudes groups/individuals. and perceptions culture and – environment of room, routines Begin discussions, planning and and layout organisation with a focus on meeting teacher and child interaction APST 3 & 5 for planning and teaching, techniques and assessment and reporting of student learning. fostering relationships with children, teaching strategies Planning and teaching (with collaboration, and feedback duty of care from mentor) at least two weeks the EYLF and/or Australian incorporating solid/fulltime curriculum teaching. policy/planning documents practices in catering for diverse learning needs At the end of Week 2 - Complete Interim Report and send to: 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) full days building up Give the PST opportunities to to a minimum of 10 lessons complete and discuss planning and Weeks 3, 4, Continue reflective journal entries reflection Ensure that your mentor has Assist PST’s reflection through oral learning at least one day before and written feedback on day book, they are to be taught plans and teaching Manage lesson transitions, task Allow the PST opportunities to teach assessments, setting up for learning Discuss the reflective journal with PST Research different ways of gathering
program(s) and the resources, assisting as a co- teacher/aide in: assisting and coordinating transitions Attend room meetings Prepare draft learning plans and seek feedback Undertake further ongoing planning and 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, and feedback from mentor) at least two weeks incorporating solid/fulltime teaching. Check draft lesson plans and provide feedback Pre-service and mentor teacher discuss: the language of the profession emergent, 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 EYLF and/or 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) full days building up to a minimum of 10 lessons Continue reflective journal entries Ensure that your mentor has learning at least one day before they are to be taught Manage lesson transitions, task assessments, setting up for 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-epe510-guidelines.docx