FACULTY OF

EDUCATION AND ARTS

Professional
Experience Guidebook

EDFX444 Reflective pedagogy for

research-informed teaching and learning
and Professional Experience 4

wil.acu.edu.au
 This Student Guidebook supports the Faculty of Education and Arts Professional Experience
Program (PEP) that is an integral part of its undergraduate and postgraduate Initial Teacher
Education Course.

Created 08 July, 2019

EDFX444 GUIDEBOOK (revised 23 July 2019) 2

 Contents
SECTION 1: GENERAL INFORMATION.........................................................................................4
SECTION 2: IMPORTANT CONTACTS .........................................................................................5
SECTION 3: COURSE PROGRESSION .........................................................................................6
SECTION 4: OVERVIEW OF EDFX444..........................................................................................8
SECTION 5: PLACEMENT AND COURSE REQUIREMENTS .......................................................9
5.1 PRE-REQUISITES ................................................................................................................9
5.2 PRIOR TO COMMENCEMENT OF EDFX444 ......................................................................9
5.3 MANDATORY DOCUMENTS ................................................................................................9
5.4 COURSE COMPLETION REQUIREMENTS.........................................................................10
SECTION 6: ENGAGING IN THE PLACEMENT ..........................................................................10
6.1 PREPARING FOR PLACEMENT ........................................................................................10
6.2 REQUIRED TEACHING EXPERIENCE ...............................................................................11
6.3 WITHDRAWAL FROM PLACEMENT .................................................................................11
SECTION 7: ASSESSMENT OF THE UNIT .................................................................................12
7.1 UNIT ASSESSMENT ...........................................................................................................12
7.2 INTERIM PROFESSIONAL EXPERIENCE REPORT...........................................................13
7.3 FINAL REPORT ..................................................................................................................13
7.4 SUBMISSION OF REPORTS .............................................................................................13
SECTION 8: SUPPORT PROCESSES .........................................................................................14
8.1 ‘AT RISK’ ............................................................................................................................14
8.2 PRE-SERVICE TEACHER MISCONDUCT ..........................................................................14
SECTION 9 PROFESSIONAL RESPONSIBILITIES ....................................................................16
9.1 ATTENDANCE ....................................................................................................................16
9.2 DRESS CODE ....................................................................................................................16
9.3 LEGAL AND ETHICAL REQUIREMENTS...........................................................................16
9.4 TEACHING FOLDERS .......................................................................................................17
SECTION 10: SUPERVISING TEACHER INFORMATION ...........................................................18
10.1 ROLES AND RESPONSIBILITIES ...............................................................................18
10.2 PROFESSIONAL CONVERSATIONS ..........................................................................18
10.3 MENTORING ................................................................................................................18
10.4 ADMINISTRATIVE INFORMATION .............................................................................18

EDFX444 GUIDEBOOK (revised 23 July 2019) 3

SECTION 1: GENERAL INFORMATION
Welcome to the professional experience program for the Faculty of Education and Arts,
Australian Catholic University (ACU). ACU has a long history of teacher education in Australia
(over 100 years) and currently delivers fully accredited initial teacher education courses into
four state/territory jurisdictions including the Australian Capital Territory, New South Wales,
Queensland, Victoria and a range of Online options. At ACU we recognise the centrality and
criticality of professional experience and have developed a progressive, scaffolded program
structured to build pre-service teacher’s skills, knowledge and practice whilst developing a
strong commitment, enthusiasm and respect for the teaching profession.

The ACU professional experience program provided pre-service teachers with the opportunity
to engage in authentic learning in a range of educational settings. Through participation in a
developmental sequence of progression experiences, pre-service teachers come to
appreciate the complexities and teaching. Particular emphasis is placed on responding to the
expectations of Education Systems and the varied State and Territory jurisdictional
requirements while addressing the priorities of education and the national accreditation
requirements of the Australian Institute for Teaching and School Leadership (AITSL).

In line with its mission, that emphasises “a fundamental concern for justice and equity, and the
dignity of all human beings”, ACU aims to empower its pre-service teachers as accomplished
and articulate advocates for the rights and responsibilities for all young people within their
professional, educational and community contexts. Pre-service teachers learn alongside
experienced practitioners, building knowledge and skills. Our partners in schools and
educational settings share their knowledge and expertise and mentor the professionals of the
future.

Expectations for each placement differ and, naturally, increase as pre-service teachers gain
confidence and experience. Therefore, it is important that all stakeholders are familiar with the
information contained in this guidebook. The WIL@ACU website also provides access to all
checklists, forms and tools that support pre-service teachers, schools and ACU staff.

To ensure the ongoing quality of the program we welcome your feedback at any time and more
formally during and at the end of the professional experience placement. ACU extends its
appreciation to all participants in the program.

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SECTION 2: IMPORTANT CONTACTS
There are many ways that you can be informed and kept up-to-date about professional
experience policy, guidebooks, reports, calendars and resources. Information about
professional experience at ACU can be found on the WIL@ACU website. It is expected that
pre-service teachers are familiar with the WIL@ACU website and familiar with all policies,
documents and resources on this site. For more specific information please use the following
contacts:

Lecturers in Charge of Lecturers are appointed to support pre-service teachers

EDFX444 through the placements. Names and contact details of these
ACU academics can be obtained from the unit LEO site or
from the Professional Experience Office.
Tertiary Supervisors Each pre-service teacher and setting will be advised of a
tertiary supervisor prior to the commencement of placement.
Professional QLD: [email protected]
Experience Office NSW & ACT: [email protected]
VIC: [email protected]

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 SECTION 3: COURSE PROGRESSION
Professional experience units are praxis-oriented and connect with Education and Curriculum
studies units. The table below provides insight to the units that pre-service teachers have
already completed prior to the EDFX444 placement. The table also displays units that pre-
service teachers will complete as part of their Initial Teacher Education Degree. Students
should always consult the current Course Enrolment Guide for accurate enrolment
information and course maps.

YEAR 1: Foundation Year

Discipline Minor 1 Introduction to Exploring Science in Our
Semester 1

Or Mathematical Literature World

Religious Strand 1 Thinking

Discipline Minor 2 Digital Global Citizen: Self and

Or Communication Civics and Community:
Semester 2

Religious Strand 2 Technologies Citizenship in a Exploring the

Changing World Anatomy of
Modern Society
Core Curriculum
YEAR 2: School and Curriculum Contexts
Education Studies Technologies Literacy Education Mathematics Socio-cultural
Semester 1

and Professional Education 1 Curriculum, Education 1 Influences on

Experience 1: Pedagogy and Curriculum, Education/
Becoming a Assessment Pedagogy and Community
Teacher Assessment Engagement
Education Studies The Arts Education Science Education Health and Foundations of
and Professional 1 Curriculum, 1 Curriculum, Physical Learning
Semester 2

Experience Pedagogy and Pedagogy and Education 1

2: Building Positive Assessment Assessment Curriculum,
Relationships Pedagogy and
Assessment
YEAR 3: Diversity of Learners
Diversity and The Arts Education Science Education Health and Discipline Minor
Inclusive 2: 2: Physical 3
Semester 1

Education Curriculum, Curriculum, Education 2: Or

Pedagogy and Pedagogy and Curriculum, Religious Strand
Assessment Assessment Pedagogy and 3
Assessment
Education Studies Literacy Education Mathematics Humanities and Discipline
and 2: Education Social Minor 4
Professional Curriculum, 2: Curriculum, Sciences Or
Experience 3: Pedagogy and Pedagogy and Curriculum, Religious
Semester 2

Creating Quality Assessment Assessment Pedagogy Strand 4

Learning and
Environments Assessment

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 YEAR 4: Engaging with the teaching profession
Discipline Extension 1
Semester 1 Prof Term 1

Or
Elective 1

Aboriginal and Justice and Discipline Discipline

Torres Strait Change in a Global Extension 2 Extension 3
Islander Cultures World Or Or
Peoples and Core Curriculum Elective 2 Elective 3
Education
Religious Strand 5
Prof Term 5
Semester 2

Reflective Pedagogy for Research-informed Teaching and Learning and Transition into
Professional Experience 4 the Primary
Profession

Professional experience provides opportunities for pre-service teachers to integrate the

content and skills explicitly addressed within lectures and tutorials to develop an understanding
of what is required to be a highly effective teacher and the importance of creating quality
learning environments.

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SECTION 4: OVERVIEW OF EDFX444
This unit facilitates the pre-service teacher’s induction into the profession and provides
opportunities for school-based critical enquiry. It enables pre-service teachers to reinforce and
expand their professional knowledge and practice of the different roles of a teacher and their
capacity to transform student learning. This unit aims to provide pre-service teachers with a
substantial block of extended reflective professional experience that approximates the realities
of everyday teaching; extends pre-service teachers’ repertoire of pedagogical skills in the
planning, delivery and assessment of appropriate teaching and learning programs; and
develops pre-service teachers’ understanding of the teachers’ role within the school and broader
educational community. Pre-service teachers will use a critical enquiry framework to further
develop capacities in the alignment of curriculum, assessment, learning and teaching. They will
collect and interpret data on their own teaching to support quality teaching practices.

This unit includes the GTPA as a capstone experience drawing on all components of the course
culminating in a final, sustained and embedded professional experience of a minimum of 35
continuous days.

Each professional experience in the course emphasises specific learning outcomes. On

successful completion of this unit, pre-service teachers should have developed their ability to:

1. profile achievement of the Australian Teacher Professional Standards at a graduate level

and demonstrate readiness to transition into the profession based on multiple sources of
evidence (GA4, GA5, GA9; APST 6.1, 6.3)
2. design and implement a critical enquiry, applying appropriate codes of ethics, into a
pedagogical focus that promotes continued professional learning for improved student
learning (GA3, GA4, GA6, GA7, GA9; APST 1.2, 3.6, 6.2, 6.4, 7.1)
3. collect, examine and interpret multiple sources of evidence, including feedback from
supervisors and student assessment data to modify teaching practice (GA5, GA8; APST
5.1, 5.4, 6.3)
4. self-reflect on the enquiry process and the collected evidence of learning and teaching
for transforming and improving student learning and the pre-service teacher’s
professional learning and practice (GA5, GA6, GA8; APST 1.2, 3.6)
5. understand and critique the role of education systems, school philosophies and mission
statements, strategic cross-sectorial policy developments, curriculum construction and
management decisions in quality learning and teaching practices as a member of a
collaborative learning community of professional educators (GA5, GA6; APST 6.2, 6.4,
7.1, 7.2)
6. demonstrate effective teaching that promotes learning, and readiness to teach (GA5,
GA7, GA9; APST 1.1, 1.3, 1.5, 2.1, 2.2, 2.3, 2.5, 2.6, 3.1, 3.2, 3.4, 3.5, 3.6, 3.7, 4.1, 4.2,
4.3, 4.4, 4.5, 5.1, 5.2, 5.3, 5.4, 5.5, 6.3, 7.1, 7.2, 7.3).

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SECTION 5: PLACEMENT AND COURSE REQUIREMENTS
To participate in EDFX444 there are certain prerequisites and pre-service teachers must
engage in a range of teaching activities that demonstrate competent professional practices
that are in accordance with their course phase. To be course complete there are also
requirements to be fulfilled for teacher registration.

Mandatory requirements to be completed prior to each placement can be viewed here.

5.1 PRE-REQUISITES
Prior to undertaking EDFX444 all pre-service teachers must have completed:
 EDFX343 Education Studies and Professional Experience 3: Creating Quality Learning
Environments
 Literacy and Numeracy Test of Initial Teacher Education Students (LANTITE):
 Either both of
 LNTE100: LANTITE – Literacy Test of Initial Teacher Education Students
 LNTE101: LANTITE – Numeracy Test of Initial Teacher Education Students
 Or LNTE111 – Literacy and Numeracy Test

5.2 PRIOR TO COMMENCEMENT OF EDFX444

Pre-service teachers must carefully note the conditions for placement that are described
in the placement process document. This includes:
• the maximum travel time from home that can be reasonably anticipated
• the outcomes that apply if an offered placement is declined
• the responsibility of the pre-service teacher to notify the PEP office of any EIP
• the PEP office’s endeavor to place pre-service teachers for the advertised dates

5.3 MANDATORY DOCUMENTS

Prior to undertaking EDFX444 all pre-service teachers must have completed the following
pre-placement mandatory documents. These pre-placement mandatory documents must be
uploaded to InPlace by the pre-service teacher.
 WORKING WITH CHILDREN CHECK: All pre-service teachers must meet
mandatory requirements before enrolling in and commencing any professional
experience unit. The conditions around this vary across States and Territories and
details can be found here. International Students are also required to meet the
required mandatory requirements and obtain the necessary documentation of the
state/territory where they are enrolled. You are required to upload your WWCC
information to InPlace. Pre-service teachers who cannot provide current WWCC
documentation are prohibited from entering educational settings and their placement
will be cancelled. This may result in a Fail grade (NN) being awarded. Similarly,
failure to maintain requirements for placement such as a WWCC (i.e. any such
requirement lapsing or being cancelled whilst on placement) may lead to withdrawal
from placement or failure in the unit.
 FITNESS TO TEACH: Professional experience can be a demanding time for pre-
service teachers and they must be equipped to undertake a placement. ACU has
expectations for pre-service teachers in relation to meeting mandatory teaching
requirements. Pre- service teachers must confirm that they have the medical, physical

EDFX444 GUIDEBOOK (revised 23 July 2019) 9

 and psychological capacity to safely undertake their professional experience
placement. Prior to each placement pre-service teachers must read and sign the
Commitment to professional conduct form and Fitness to Teach guidelines. The
completed Commitment to Professional Conduct form must be uploaded to InPlace
prior to undertaking any placement.

5.4 COURSE COMPLETION REQUIREMENTS

Prior to Course Completion the following mandatory requirements must be satisfactorily
completed and will be scheduled into your course maps:

LANTITE: The Australian Government has introduced a Literacy and Numeracy Test for
Initial Teacher Education Students (LANTITE), effective from 2016. Education Ministers
across Australia have agreed that, from 1 July, 2016, Initial Teacher Education students
across Australia will need to pass a national literacy and numeracy test (LANTITE) prior
to completing their final Professional Experience Placement. More information can be
found here.

GRADUATE TEACHER PERFORMANCE ASSESSMENT (GTPA): The GTPA focuses on

the pre-service teacher’s development and impact on student’s learning. The national
Accreditation of Initial Teacher Education Programs in Australia: Standards and
Procedures, Program Standard 1.2, requires that ‘pre-service teachers have successfully
completed a final-year teaching performance assessment prior to graduation’. Completion
of the GTPA is aligned with the final professional experience unit. More information about
the GTPA can be found here.

SECTION 6: ENGAGING IN THE PLACEMENT

To meet AITSL accreditation requirements ACU embeds 80 days of professional
experience into the Bachelor of Education (Primary) course. In EDFX444 the total required
number of supervised placement days is 35. The days of professional experience are well
structured and fully supervised by experienced, appropriately qualified teaching practitioners
structured in a developmental sequence across a variety of educational settings. Please
check the professional experience calendar on WIL@ACU and the unit outline for details of
your placement dates.

6.1 PREPARING FOR PLACEMENT

Pre-service teachers are also required to engage in visits or briefing sessions with the school
prior to the commencement of the placement to familiarise themselves with the setting,
context and stakeholders. Some suggestions for this meeting are included below:
 Making contact with your supervising teacher
 Initial meeting with your setting/supervising teacher
Note that pre-service teachers who do not engage in these expected preparation activities or
do not attend the first day of placement without good reason and proper communication will
be regarded as having ‘withdrawn themselves from a professional experience placement
once the placement has been confirmed’ (see section 6.3, below).

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GRADUATE TEACHER STANDARD 7.2: COMPLY WITH LEGISLATIVE,
ADMINISTRATIVE AND ORGANISATIONAL REQUIREMENTS requires pre-service
teachers to understand the relevant legislative, administrative and organisational policies and
processes required for teachers according to school stage. Pre-service teachers must be
knowledgeable about the workplace, health and safety policies of the setting that they are
engaging in during briefing sessions and in the early days of placement pre- service teachers
must be inducted into the safety policies and procedures of the setting. The document must
be completed and uploaded to InPlace within the first three days of the placement confirming
induction into the setting for EDFX444.
If you are injured on placement it is important that the incident/injury reporting procedures
within the particular workplace are followed.

Preparing for your placement is essential. Further information that will assist you includes:
 Guidelines to the placement process
 InPlace guide for Education students
 ACU Services and Supports for pre-service teachers
 Permission letter to observe and take photos
 Pre-service teacher emergency contact form

6.2 REQUIRED TEACHING EXPERIENCE

The following engagements are recommended across the 35 day placement. They provide
a scaffolded praxis-oriented approach to building experience, competency and confidence.
These engagements are to be discussed, negotiated and planned with the supervising
teacher.

Orientation and Week 1 to week 7

project planning

2 days of orientation 7 weeks of teaching load

and planning prior to
the commencement of
Project development, implementation and data collection. (Refer to Professional
the program, by
Experience Handbook for detailed guidelines regarding teaching and other
negotiation with the
requirements).
school

6.3 WITHDRAWAL FROM PLACEMENT

Pre-service teachers can withdraw from placements in accordance with University policy. If
a pre-service teacher withdraws themselves from a professional experience placement once
the placement has been confirmed, either prior to commencing or during the placement a fail
grade (NN) will be awarded. Failure to complete the correct withdrawal or deferment
requirements may put future placements, and therefore course progression in jeopardy.
Pre-service teachers who do not attend their first day of placement (without good reason
and without proper communication with the PEP office and the school) will be regarded
as having ‘withdrawn themselves from a professional experience placement once the
placement has been confirmed’.

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SECTION 7: ASSESSMENT OF THE UNIT

7.1 UNIT ASSESSMENT

To successfully complete EDFX444 pre-service teachers must pass all tasks which are
assessed by different stakeholders:

Brief Description of Assessment Weighting Learning Graduate APST -

Tasks Outcome/s Attributes Graduate
Assessed
Assessment Task 1: Pass/Fail LO1, LO2, GA3, GA4, All except
Graduate Teacher Performance LO3, LO4, GA5, GA6, 2.4, 3.7, 4.3,
Assessment (GTPA) LO5, LO6 GA7, GA8, 4.4, 4.5, 6.1,
Learning outcomes for this unit will GA9 7.1, 7.2, 7.3,
also be demonstrated by completion of 7.4
the GTPA. The GTPA asks pre-
service teachers to reflect critically on
a teaching, learning and assessment
cycle and its impact on student
learning. It must be accompanied by
documentary evidence of the
teaching, learning and assessment
cycle and of student learning.
The GTPA is a common, culminating
assessment used across multiple ITE
programs and providers. Information
about the specific requirements of the
GTPA is detailed in the guideline
materials supplied via the LEO site of this
unit.

Assessment Task 2: Pass/Fail LO6 GA3, GA4, (See

Professional Experience Assessment GA5, GA7, Professional
The summative Professional Experience GA9, GA10 Experience
is assessed in consultation with a Report).
supervising teacher and a university All Australian
academic over the placement. The pre- Professional
service teacher must demonstrate Standards for
attainment of the Australian Professional Teachers:
Standards of Teachers: Graduate within Graduate
the context of classroom/school setting level must be
practices. Refer to the Unit Professional met during
Experience Guidebook for interim and the
final reports. professional
experience
program,
excluding
1.2, 1.4, 1.6,
2.4, 6.1, 6.2,
6.4 and 7.4,
which may
be assessed
if the
opportunity
arises

EDFX444 GUIDEBOOK (revised 23 July 2019) 12

Self-evaluation and reflection, and professional conversations are important aspects in the
promotion of professional growth and autonomy. The pre-service teacher is expected to
engage in collaboration with their supervising teacher and the tertiary supervisor.

7.2 INTERIM PROFESSIONAL EXPERIENCE REPORT

This report acts as an important aspect of the formative feedback for the pre-service
teacher. It provides an opportunity for both the supervising teacher and the pre-service
teacher to reflect on the pre-service teacher’s performance in light of the learning outcomes,
assessment expectations, and the Australian Professional Standards for Teachers (AITSL,
2012). The professional conversation around the report is also a perfect time to set goals
for the remainder of the placement. The Interim assessment report is required to be
completed at the mid stage of the placement block to ensure the pre-service teacher has
time to demonstrate expected progress. If the supervising teacher and tertiary supervisor
consider the pre-service teacher to be UNSATISFACTORY in their professional
development at this point, the ‘Professional Experience At Risk (PEAR)’ procedure (refer
to section 8) will be put into place.

7.3 FINAL REPORT

The Final Report form offers an opportunity for the supervising teacher to identify strengths
in the pre-service teacher’s professional knowledge, practices and engagement, as well as
areas requiring further development. The supervising teacher is required to complete a
formal professional experience report for the pre-service teacher by the end of the
professional experience making a final assessment as to whether the pre-service teacher’s
performance on placement has met all of the required standards. The pre-service teacher
must have read, responded to and signed the report by the last day of the professional
experience period.

7.4 SUBMISSION OF REPORTS

It is the responsibility of the pre-service teacher to upload to InPlace the following items
within two (2) business days of the mid point of the placement:
• Interim Report

It is the responsibility of the pre-service teacher to upload to InPlace the following items
within five (5) business days of the conclusion of the placement:
• Attendance record
• Final Report

More information about submitting reports can be found here.

EDFX444 GUIDEBOOK (revised 23 July 2019) 13

 SECTION 8: SUPPORT PROCESSES

8.1 ‘AT RISK’

A pre-service teacher may be deemed ‘At Risk’ should they experience challenges in
demonstrating the learning outcomes, meeting assessment expectations, and/or
demonstrating developing understandings of the Australian Professional Standards for
Teachers depending on their stage of progression in the degree program. A student is
placed ‘At Risk’ in order to support them towards successful completion of their
professional experience placement. Breaches of professional conduct follow a different
process (refer to section 8.2).

Essential guidelines:
 The ‘Professional Experience At Risk (PEAR)’ process can be initiated at any time
during the placement.
 All stakeholders must be notified if an ‘Professional Experience At Risk (PEAR)’
assessment has been made. This should be with at least 30% of the days of
placement remaining, or three (3) days of placement remaining (whichever is
greater).
 The pre-service teacher should be provided with clear written information related to
areas of unsatisfactory performance and appropriate strategies are expected to be
collaboratively developed to facilitate improved performance.
 If the pre-service teacher does not improve to a satisfactory level in relation to the
required level of achievement for the specific placement, then they will receive a Fail
(NN) grade.
The ‘Professional Experience At Risk (PEAR)’ protocol and procedure and the
‘Professional Experience At Risk (PEAR)’ notification form provide further information.

8.2 PRE-SERVICE TEACHER MISCONDUCT

‘Professional Experience At Risk (PEAR)’ procedures do not need to be followed if an act
of professional misconduct has occurred. Pre-service teachers can be deemed
unsatisfactory for a range of reasons including unprofessional behaviour, failure to meet the
unit learning outcomes, inappropriate engagement with social media, failure to meet
Commitment to Teach agreement and unexplained absences from placement.

On the advice of the relevant ACU Academic staff a pre-service teacher may also be
withdrawn from a professional experience placement by:
 The Executive Dean under the Student Conduct and Discipline Policy if the pre-
service teacher is alleged to have committed an act of misconduct including a breach
of the professional conduct expectations or placement guidelines of the supervising
organisation or the publish Faculty of School Policy, Procedures, Protocols and/or
guidelines relating to such placements; or
 The Associate Vice-Chancellor of Campus Dean under the Policy of Serious Health
Conditions if the student is in a state of health, whether mental or physical, which
makes the pre-service teacher unfit to undertake the placement at the time.
The ACU policy for misconduct can be read in full here. Further details about professional
conduct whilst on professional experience can be found here.

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8.3 WORKPLACE HEALTH AND SAFETY AND CRITICAL INCIDENTS
Professional experience stakeholders acknowledge and comply with all relevant Australian
laws regarding the selection, treatment and supervision of students including, but not limited
to, Child Protection, and relevant Workplace Health and Safety legislati on in relation to
providing a safe study environment, engaging pre-service teachers in the identification and
management of hazards and risks, harassment, bullying, equal opportunity and diversity.

Pre-service teachers also comply with the relevant host site requirements for reporting
incidents and accidents and notifying supervising teachers and others about hazards. These
also report incidents within the University’s reporting system, riskware (logging in with their
student ID and password to riskware: www.acu.edu.au/292327).

If pre-service teachers are injured, as a result of a placement, they should contact the
University’s Finance Directorate ([email protected]), for more information
about the process for submitting an insurance claim against the University’s Personal
Accident Policy. If they submit a claim for medical expenses, they should send Finance a
copy of their riskware incident report.

During their professional experience, a pre-service teacher may be confronted by a critical

incident or episode and should be aware of what action should be taken in the event that one
does occur.

Critical incidents could include (but are not limited to):

 Verbal or physical threats with or without violence;
 Physical assault occurring on a placement;
 Sexual harassment involving another teacher, student or educational setting member;
 Racist remarks or discrimination;
 Signs of being under the influence of drugs or alcohol;
 A child/student being hurt while the pre-service teacher is teaching; and
 A child protection matter, for example, if a child is at risk of being harmed, or if child
abuse or neglect is witnessed or suspected.

If a critical incident or episode occurs it must be reported as soon as possible to School

personnel and the Professional Experience Office who should notify the ACU National
Security Centre on 1300 792 452 or 8888 (internal University phones) who will notify Senior
Officers of the University.

In an emergency situation including where there is danger of harm, external emergency

services should be called on 000. More information about the policy can be viewed here.

EDFX444 GUIDEBOOK (revised 23 July 2019) 15

SECTION 9 PROFESSIONAL RESPONSIBILITIES

9.1 ATTENDANCE
The hours of duty for pre-service teachers are the same as those of the supervising teacher.
An attendance policy and attendance record provides you with the information and tools
necessary. Punctual and regular attendance is expected. The pre-service teacher and
supervising teachers should complete the attendance record daily. If a pre - service teacher
is absent from the school, they are expected to notify the school, the tertiary supervisor and
the Professional Experience Office as early as possible. If any absences occur, the pre-
service teacher should negotiate the ‘make up day(s)’ with the placement school and advise
the Professional Experience Office via email of these arrangements (Make up day Policy).

9.2 DRESS CODE

Pre-service teachers are members of the teaching profession and the school staff whilst
undertaking professional experience and represent ACU. It is essential that pre-service
teachers consult with their placement school about dress standards required. To meet
jurisdictional requirements the lanyard can be used to display your WWCC card and the badge
to identify yourself. Workwear branded with ACU Education logos can be purchased from the
online store.

9.3 LEGAL AND ETHICAL REQUIREMENTS

While it is desirable for the pre-service teacher to become fully involved in educational
setting activities, it should be noted that the pre-service teacher is not able to assume the
legal responsibility of an employed, fully qualified and registered teacher. Therefore;
 The pre-service teacher does not have ‘duty of care’ responsibility for the learning
group or class;
 The ultimate responsibility for the group or class of students rests with the assigned
school-based supervising teacher;
 At no time should the pre-service teacher be left unsupervised while on placement,
and;
 Pre-service teachers should not be asked to assist with providing private transport
for children to venues beyond the school grounds.

If the pre-service teacher has any concerns regarding the manner in which a registered
teacher exercises their ‘duty of care’ responsibility, they should contact the Professional
Experience Office. For further clarification about the legal and ethical obligations of the
pre-service teacher please consult WIL@ACU.

EDFX444 GUIDEBOOK (revised 23 July 2019) 16

9.4 TEACHING FOLDERS
All pre-service teachers are expected to gradually build up and maintain a carefully organised
Professional Teaching Resource Folder, which needs to be in an accessible form for the
supervising teacher and tertiary supervisor. The these material may be kept in either hardcopy
form or in an online form, such as using leoportfolio – the important consideration be a useful
storage system for the pre-service teacher and ready access to it by those who support them. The
suggested sections of a folder, or ‘pages’ in leoportfolio should be divided into a number of sections
for the easy management of materials including:
 School organisational procedures;
 Class organisation and structure;
 Curriculum development and evaluation;
 Approaches to assessment for learning;
 School philosophies;
 Resources used to enhance learning;
 Teaching exceptional and as risk learners;
 Effective learning and teaching strategies;
 Classroom and conduct management;
 Home-school partnerships;
 Multicultural and gender-fair instructions
Tertiary supervisors and supervising teachers will use this documentation to inform their
interim and final reports, in addition to the formative feedback and advice that they will
provide.

EDFX444 GUIDEBOOK (revised 23 July 2019) 17

SECTION 10: SUPERVISING TEACHER INFORMATION

10.1 ROLES AND RESPONSIBILITIES

The key stakeholders have both specific and shared responsibilities in the professional
experience sites, education systems and, ACU staff work collaboratively to build strong
partnerships and have critical roles to play in the initial teacher education program. For
detailed information about all roles and responsibilities of all groups please click here.

10.2 PROFESSIONAL CONVERSATIONS

Throughout the placement, we ask that the pre-service teacher be supported by a regular
cycle of professional conversations as the framework for feedback and guidance. These
conversation prompts have been developed within each of the three domains of Professional
Knowledge, Professional Practice and Professional Engagement. Conversation prompts
are provided to encourage a collaborative and creative approach to encourage evidence
based critical inquiry approaches to the professional experience. See here for further detail.

10.3 MENTORING
Mentoring is a professional practice encompassing knowledge and skills that must be learned
and grounded by a shared understanding of what “effective mentoring” means and entails.
ACU Mentoring professional development investigates key principles, techniques and
processes involved in establishing effective mentoring programs for educators in school,
early learning Centres and higher education settings. ACU Mentoring professional
development is accredited with teacher registration authorities in Australia. Hours completed
can be claimed as continuing professional development hours required to maintain teacher
registration.
More detailed information about the range of offerings can be found by e-mailing
[email protected].

Note that ‘mentoring’ as a practice for supervising teachers is entirely different to the
‘mentoring’ that pre-service teachers may need to engage with as an outcome of the
‘Professional Experience At Risk (PEAR)’ process.

10.4 ADMINISTRATIVE INFORMATION

To assist supervising teachers and schools ACU has developed a range of support materials.
Guideline booklets, checklists, tools and forms on the WIL@ACU website specific to
EDFX444 provide all the information required to mentor and support an ACU pre-service
teacher. Administrative forms will be emailed to all supervising teachers and/or schools but
can be downloaded from WIL@ACU.

EDFX444 GUIDEBOOK (revised 23 July 2019) 18