Focus on observations of the Check draft lesson plans and learners(es), the teacher(s), the provide feedback program(s) and the resources, Pre-service and mentor teacher assisting as a co- teacher/aide in: discuss: assisting and coordinating the language of the profession transitions emergent, personal philosophies, Attend room meetings developing and shaping Prepare learning plans and philosophies/beliefs, seek feedback development of positive attitudes Undertake further ongoing and perceptions culture and – planning and teaching for environment of room, routines groups/individuals. and layout Begin discussions, planning and teacher and child interaction organisation with a focus on meeting techniques APST 3 & 5 for planning and teaching, fostering relationships with and assessment and reporting of children, teaching strategies student learning. duty of care Planning and teaching (with the EYLF collaboration, input and feedback policy/planning documents from mentor) at least two weeks practices in catering for diverse incorporating solid/fulltime learning needs teaching. This may be split across At the end of Week 2 - Complete the two age groups of learners Interim Report and send to: Pre-service teacher’s involvement continues plus the following: Give the PST (and if necessary, CDU) feedback as to progress. (See Planning and teaching (with Degrees of Concern” “Reporting collaboration, input and feedback procedures if necessary) from mentor) full days building up Give the PST opportunities to to a minimum of 10 sequential complete and discuss planning and lessons Weeks 3, 4, reflection Continue reflective journal entries Assist PST’s reflection through oral Ensure that your mentor has and written feedback on day book, learning plans at least one day plans and teaching before they are to be taught; Allow the PST opportunities to teach sequences one week ahead Discuss the reflective journal with PST Manage lesson transitions, task assessments, setting up for learning
Focus on observations of the learners(es), the teacher(s), the program(s) and the resources, assisting as a co- teacher/aide in: assisting and coordinating transitions Attend room meetings Prepare learning plans and seek feedback Undertake further ongoing planning and teaching for groups/individuals. Begin discussions, planning and organisation with a focus on meeting APST 3 & 5 for planning and teaching, and assessment and reporting of student learning. Planning and teaching (with collaboration, input and feedback from mentor) at least two weeks incorporating solid/fulltime teaching. This may be split across the two age groups of learners Check draft lesson plans and provide feedback Pre-service and mentor teacher discuss: the language of the profession emergent, 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 EYLF policy/planning documents practices in catering for diverse learning needs At the end of Week 2 - Complete Interim Report and send to: Weeks 3, 4, Pre-service teacher’s involvement continues plus the following: Planning and teaching (with collaboration, input and feedback from mentor) full days building up to a minimum of 10 sequential lessons Continue reflective journal entries Ensure that your mentor has learning plans at least one day before they are to be taught; sequences one week ahead Manage lesson transitions, task assessments, setting up for learning Give the PST (and if necessary, CDU) feedback as to progress. (See “Reporting Degrees of Concern” procedures if necessary) Give the PST opportunities to complete and discuss planning and reflection Assist PST’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-epe520-guidelines-ec.docx