program(s) and the resources, draft lesson plans and assisting as a co- teacher/aide provide feedback in: Pre-service teacher and mentor organising/settling children teacher discuss: assisting and coordinating the language of the profession transitions emergent teacher identity, Attend staff/room meetings personal philosophies, developing and shaping philosophies/beliefs, Prepare draft lesson plans and seek feedback development of positive attitudes and perceptions culture and Reflect on lessons with Mentors – environment of room, routines Undertake further ongoing and layout planning and teaching for teacher and child interaction groups/individuals. techniques discussions, planning and fostering relationships with organisation with a focus on children, teaching strategies planning, for student learning needs. duty of care the Australian Curriculum policy/planning documents practices in catering for diverse learning At the end of Week 3 - 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 opportunities to complete and discuss Continue reflective journal entries planning and reflection Weeks 3, 4, & 5 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 teaching and learning Research different ways of gathering
program(s) and the resources, assisting as a co- teacher/aide in: organising/settling children assisting and coordinating transitions Attend staff/room meetings Prepare draft lesson plans and seek feedback Reflect on lessons with Mentors Undertake further ongoing planning and teaching for groups/individuals. discussions, planning and organisation with a focus on planning, for student learning needs. 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 Weeks 3, 4, & 5 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 teaching and learning Research different ways of gathering At the end of Week 3 - 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
ins-bedge-epe110-guidelines-prisec.docx