program(s) and the resources, transitions and working with small assisting as a co- teacher/aide in: groups assisting and coordinating Check draft lesson plans and transitions provide feedback Attend staff/room meetings Pre-service teacher and mentor teacher discuss: Prepare draft lesson plans and the language of the profession seek feedback Undertake further ongoing emergent teacher identity, planning and daily teaching for personal philosophies, developing groups/individuals. and shaping philosophies/beliefs, Begin discussions, planning and development of positive attitudes organisation with a focus on meeting and perceptions culture and – environment of room, routines APST 3 and 5 for planning and and layout teaching, and assessment and reporting of student learning. teacher and child interaction techniques Planning and teaching (with collaboration, and feedback fostering relationships with from mentor teacher) at least two children, teaching strategies weeks incorporating solid/fulltime duty of care teaching. the Australian Curriculum Planning and teaching a policy/planning documents sequence/unit of work with a practices in catering for diverse focus on teaching methodologies learning needs with embedded assessment At the end of Day7 - Complete Pre-service teacher’s involvement Interim Report and send to: continues plus the following: Give the pre-service teacher (and if Planning and teaching (with necessary, CDU) feedback as to collaboration, input and feedback progress. (See Degrees of “Reporting from mentor teacher) full days Concern” procedures if necessary) building up to a minimum of 5 Give the pre-service teacher sequential lessons Weeks 2 and 3 opportunities to complete and discuss Continue reflective journal entries planning and reflection Ensure that your mentor has lesson Assist pre-service teacher’s reflection plans at least one day before they through oral and written feedback on are to be taught; sequences one day book plans and teaching week ahead Allow the PST opportunities to teach Manage lesson transitions, Discuss the reflective journal with PST assessment of tasks, setting up for
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 and 5 for planning and teaching, and assessment and reporting of student learning. Planning and teaching (with collaboration, and feedback from mentor teacher) at least two weeks incorporating solid/fulltime teaching. Planning and teaching a sequence/unit of work with a focus on teaching methodologies with embedded assessment transitions and working with small groups Check draft lesson plans and provide feedback Pre-service teacher 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 Weeks 2 and 3 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 5 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 At the end of Day7 - Complete Interim Report and send to: Give the pre-service teacher (and if necessary, CDU) feedback as to progress. (See “Reporting Degrees of Concern” 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 PST opportunities to teach Discuss the reflective journal with PST
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