Week by week suggested guideline for Teaching and Learning 1 Professional experience in schools helps to develop the professional knowledge, skills and attitudes needed for beginning teachers. The professional experience promotes learning about professional contexts, about educational settings and practices, about schools and other learning settings and most importantly about teaching and learning strategies that foster students’ growth and development. The following schedule is a guide to provide ideas and elaborate on the unit content and in-school learning tasks. The schedule can be varied or added to according to the needs/situations of the school, the context and pre-service teacher. TIMELINE PRE-SERVICE TEACHER MENTOR TEACHER Nominate online Organise a timetable of days of attendance for the pre-service teacher Complete your criminal history check and forward to placement school and CDU Familiarise yourself with the requirements of Professional Experience Office the professional experience handbook and with the assessment forms Once placement is confirmed, contact your mentor teacher to establish a relationship and provide the details they will need (a visit is preferable) Clarify details regarding placement and Before the initial expectations of placement (where Professional possible) Experience Prepare yourself for the commitment of a teaching day: You should be at the service/school 10 minutes before your shift starts or 20 minutes before the students start pre-school in the morning and at least 10minutes after your shift ends or one hour after pre-school finishes, depending upon the activities that the service/school has organised for staff. Some days may be even longer Introduce pre-service teacher to the Pre-service teachers can begin reflective journal and discussing entries with mentor director/principal and other staff where teacher appropriate Introduce yourself to the children and other Check with the pre-service teacher about the staff specific requirements of the professional experience and how they can be accommodated Pre-service teachers should be involved this week with: Discuss the reflective journal with pre-service marking attendance, yard duties teacher. Give feedback on how you will observations and individual summaries respond to planning and teaching of children (refer to Resources heading Week 1 Assist pre-service teacher identify focus under Childhood” tab in the “Early children InSchool site) Give the pre-service teacher opportunities to organising/settling children complete and discuss observations assisting and coordinating transitions Provide access and time to discuss your attending staff/room meetings observations and program as well as how you preparing lesson plans for next plan your program and undertake observations week and having discussions with mentors in regards to the lesson Check draft lesson plans and provide feedback and suggestions planning.
Week by week suggested guideline for Teaching and Learning 1 Professional experience in schools helps to develop the professional knowledge, skills and attitudes needed for beginning teachers. The professional experience promotes learning about professional contexts, about educational settings and practices, about schools and other learning settings and most importantly about teaching and learning strategies that foster students’ growth and development. The following schedule is a guide to provide ideas and elaborate on the unit content and in-school learning tasks. The schedule can be varied or added to according to the needs/situations of the school, the context and pre-service teacher. TIMELINE PRE-SERVICE TEACHER MENTOR TEACHER Before the Professional Experience Nominate online Complete your criminal history check and forward to placement school and CDU Professional Experience Office Once placement is confirmed, contact your mentor teacher to establish a relationship and provide the details they will need (a visit is preferable) Clarify details regarding placement and initial expectations of placement (where possible) Prepare yourself for the commitment of a teaching day: You should be at the service/school 10 minutes before your shift starts or 20 minutes before the students start pre-school in the morning and at least 10minutes after your shift ends or one hour after pre-school finishes, depending upon the activities that the service/school has organised for staff. Some days may be even longer Organise a timetable of days of attendance for the pre-service teacher Familiarise yourself with the requirements of the professional experience handbook and with the assessment forms Week 1 Pre-service teachers can begin reflective journal and discussing entries with mentor teacher Introduce yourself to the children and other staff Pre-service teachers should be involved this week with: marking attendance, yard duties observations and individual summaries of children (refer to Resources heading under “Early Childhood” tab in the InSchool site) organising/settling children assisting and coordinating transitions attending staff/room meetings preparing lesson plans for next week and having discussions with mentors in regards to the lesson planning. Introduce pre-service teacher to the director/principal and other staff where appropriate Check with the pre-service teacher about the specific requirements of the professional experience and how they can be accommodated Discuss the reflective journal with pre-service teacher. Give feedback on how you will respond to planning and teaching Assist pre-service teacher identify focus children Give the pre-service teacher opportunities to complete and discuss observations Provide access and time to discuss your observations and program as well as how you plan your program and undertake observations Check draft lesson plans and provide feedback and suggestions
ins-btlec-ecp110-week-by-week-suggestions.docx