necessary, CDU) timely feedback as to progress. (See Risk” “At procedures if necessary) Teach sequenced lessons or as appropriate. This is the first time that pre-service teachers are expected to teach • • continuously and they will require considerable support to design, If required more lessons can be planned and taught. implement and reflect on the teaching and learning. Provide mentor with templates on which they can record their • Give written and oral feedback on pre-service teacher planning teaching • feedback about your planning and teaching. and assessment. Discuss the reflective journal with pre-service teacher. Meet with Mentor teacher and discuss A: Skill • ‘Form Give feedback on sections he or she is willing to share. 1 week block of Development.’ Complete Form A Skills Development, mid-point assessment by the end • continuous Complete the in-school task Principles to Practice.’ • ‘Applying of this week giving the pre service teaching Present a clear, professional explanation and presentation of Attend the presentation Principles to Practice’ and fill out the • ‘Applying your learning to a forum of your choice that must include your assessment rubric (Form B) mentor teacher. In a Teaching School (NT) this presentation would occur in a weekly tutorial. Complete Form C; Overall Professional Experience Evaluation Record. • Set goals for your next period of professional experience. Assist the pre-service teacher to set goals for their next period of • • professional experience. Ensure that you have completed the ten required in-school days. Complete Assessment Forms A, B and C and email copies to • • If not, negotiate with your Mentor teacher about suitable times to Indicating Student name, number and unit code in the subject line) After the complete this requirement. placement Maintain a copy of completed Assessment Forms A, B and C •
necessary, CDU) timely feedback as to progress. (See “At Risk” procedures if necessary) 1 week block of continuous teaching • Teach sequenced lessons or as appropriate. If required more lessons can be planned and taught. • Provide mentor with templates on which they can record their feedback about your planning and teaching. • Meet with Mentor teacher and discuss ‘Form A: Skill Development.’ • Complete the in-school task ‘Applying Principles to Practice.’ Present a clear, professional explanation and presentation of your learning to a forum of your choice that must include your mentor teacher. In a Teaching School (NT) this presentation would occur in a weekly tutorial. • Set goals for your next period of professional experience. • This is the first time that pre-service teachers are expected to teach continuously and they will require considerable support to design, implement and reflect on the teaching and learning. • Give written and oral feedback on pre-service teacher planning teaching and assessment. Discuss the reflective journal with pre-service teacher. Give feedback on sections he or she is willing to share. • Complete Form A Skills Development, mid-point assessment by the end of this week giving the pre service • Attend the presentation ‘Applying Principles to Practice’ and fill out the assessment rubric (Form B) • Complete Form C; Overall Professional Experience Evaluation Record. • Assist the pre-service teacher to set goals for their next period of professional experience. After the placement • Ensure that you have completed the ten required in-school days. If not, negotiate with your Mentor teacher about suitable times to complete this requirement. • Maintain a copy of completed Assessment Forms A, B and C • Complete Assessment Forms A, B and C and email copies to Indicating Student name, number and unit code in the subject line)
ins-etp120-weekly-guidelines.docx