Suggested guidelines for EPE210 Professional Experience: 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 pre-service teachers (PSTs) growth and development. The following schedule is a guide to provide ideas and elaborate on the unit content and in-school learning tasks for EPE210. 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 Organise a timetable of days of Contact your mentor teacher to clarify details regarding attendance for the pre-service placement and initial expectations teacher of placement. Familiarise yourself with the Before the Prepare yourself for the requirements of the professional commitment of a school day: Professional experience and with the Experience 20 minutes before the students assessment start school at least one hour after school finishes, depending upon the school activities Begin reflective journal and discuss Introduce PST to the director/principal entries with mentor teacher and other staff where appropriate Introduce yourself to the children and Discuss the reflective journal with the other staff PST. Give feedback on how you will respond to planning and teaching Pre-service teachers should be Give the pre-service teacher involved this week with: opportunities to complete and discuss Week 1 Marking attendance, yard duties observations (Days 1 5) Undertaking individual observations – Provide access and time to discuss and individual summaries of children & Week 2 your observations and program as or general observations (refer to the well as how you plan your program "student resources" tab in InSchool) and undertake observations to gain an understanding of the Allow the pre-service teacher teaching context opportunities to manage lesson Focus on observations of the transitions and working with small class(es), the teacher(s), the groups
Suggested guidelines for EPE210 Professional Experience: 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 pre-service teachers (PSTs) growth and development. The following schedule is a guide to provide ideas and elaborate on the unit content and in-school learning tasks for EPE210. 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 Contact your mentor teacher to clarify details regarding placement and initial expectations of placement. Prepare yourself for the commitment of a school day: 20 minutes before the students start school at least one hour after school finishes, depending upon the school activities Organise a timetable of days of attendance for the pre-service teacher Familiarise yourself with the requirements of the professional experience and with the assessment Week 1 (Days 1 – 5) & Week 2 Begin reflective journal and discuss 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 Undertaking individual observations and individual summaries of children or general observations (refer to the "student resources" tab in InSchool) to gain an understanding of the teaching context Focus on observations of the class(es), the teacher(s), the Introduce PST to the director/principal and other staff where appropriate Discuss the reflective journal with the PST. Give feedback on how you will respond to planning and teaching 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 Allow the pre-service teacher opportunities to manage lesson transitions and working with small groups
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