2023 TCHR6009 - Primary Setting - Expectations at A Glance

TCHR6009 - Professional Experience III
(Primary Setting)
Expectations at a Glance for Pre-Service Teachers
Total 30 days
Pre-service Teachers in the Master of Teaching course that are enrolled in the unit TCHR6009 (Professional
Experience III) will undertake thirty (30) days of professional experience in a primary school setting in the
following format:-
Professional Experience Teaching Block: 30 days

Orientation: minimum 3-5 days (at the discretion of the mentor teacher)
Please Note: The total number of days may vary for some pre-service teachers and will be confirmed via email. The structure
of orientation days should always remain the same, as per above.
Pre-service teachers in this unit are normally in the second year of their course and have completed two
placements in a primary school setting. This is the third and final professional experience placement in a primary
school setting.
Orientation Days
The first three to five (3-5) days of professional experience are designed as orientation days for the Pre-service
Teacher to become familiar with their placement context. The number of days (3-5) should be determined by
the mentor teacher with consideration of the context and the developmental stage of the pre-service teacher.
The orientation days are where Pre-service Teachers have an opportunity to gather information about the
school, classroom, teaching approaches, units of work and students they will be teaching. If possible, Mentor
Teachers should meet before, during or after school with their Pre-service Teacher to discuss their goals,
requirements and expectations of this placement. During these orientation days the role of the Pre-service
Teacher will be to assist in the classroom as directed by the Mentor Teacher.
Teaching Block
• Following the Orientation Days, Pre-service Teachers can begin to build their teaching up to 100% of a teacher’s
load. The advancement to 100% teaching load will depend on the development of the Pre-service Teacher.
• Pre-service Teachers in a primary school setting are encouraged to teach across a full range of KLA’s.
• Mentor Teachers should provide written feedback on at least one lesson per day.
• Mentor Teachers should meet regularly to provide verbal as well as written feedback.
• Pre-service Teachers are expected to demonstrate the development of initiative and creativity in the
preparation and presentation of the lesson reflecting a diverse range of teaching strategies and skills.
• The SCU Lesson Plan Template must be written up for each teaching session and presented to the Mentor
Teacher for discussion prior to implementation. Notes must include a brief yet identifiable lesson framework
where appropriate.
• Pre-service Teachers should be employing the principles of the Australian Professional Standard for Teachers
(APST) at the Graduate Level as part of their planning process.
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• Pre-service Teachers are expected to be involved in all aspects of school life throughout the professional
experience placement. This includes attending playground duties, staff meetings, sport and any other extra-
curricular activities that are appropriate.
• Each week Pre-service Teachers and Mentor Teachers should select specific areas of focus or professional goals
to improve upon within the professional experience and reflect on the development of these skills as the
professional experience progresses. These goals should reflect the Australian Professional Standards for Teachers
(APST).
• Mentor Teachers and Pre-service Teachers are allocated a University Adviser for the duration of the professional
experience placement. All enquiries regarding the placement, including any issues or concerns, should be
directed firstly to the University Adviser.
• The University Adviser contact details can be found on SONIA Online. University Advisers will conduct on-site
visits to in zone schools up to 3 times while the placement is being undertaken.
• Out of Zone Pre-service Teachers and Mentor Teachers will be supported by phone and email by a University
Adviser.
• Mentor Teachers must notify the University Adviser and the Pre-service Teacher as soon as there is a
concern that a Pre-service Teacher is at-risk of failing. (Please see At-Risk Policy as noted in the Professional
Experience Handbook).
Graduate Teacher Performance Assessment – Mentor teacher support for final years
As a result of Australian Institute of Teaching and School Leadership (AITSL) requirements, final-year preservice
teachers are required to submit a Teacher Performance Assessment two weeks after the completion of their
professional experience. The GTPA, as adopted by SCU, requires final year students to demonstrate the complete
planning, teaching, and assessing cycle. They also show how they use evidence of student learning during their
final-year professional experience placement. While it is not the job of a mentor to complete the GTPA it would be
appreciated if the mentor could provide support so the final-year preservice teacher can undertake this
assessment.
The following support is required:

• Demonstrate the ways that teachers collect and record data;
• Provide information about how the data collected informs teaching practice;
• Share information about diagnostic, formative and summative assessment with specific examples;
• Assist in identifying three students in the one class for the preservice teachers to formulate de-identified
profiles. The students should be at a high level of learning, expected learning level and, low learning level;
• Allow the student to teach a unit of work and implement a summative assessment task;
• Discuss how the various levels of learners will be supported in the teaching of the unit and the differentiation
strategies required;
• Finally, involve the preservice teacher in moderation of the above summative assessment task with emphasis
on moderating the work samples of the three identified students.
If you have any questions about the GTPA and the support you can provide, please contact
[email protected]
Reports
• As of 2023, ALL placement reports, both Interim and Final, are completed through SONIA Online.
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Last reviewed 2022
• Students are no longer required to upload a copy to the Grade Centre in Blackboard
• Please note reports are NOT to be emailed to [email protected]
• It is the Pre-service Teacher’s responsibility to retain a copy of their reports.
• Mentor Teachers complete an Interim Report on the Pre-service Teacher’s progress on or around the mid-
point of the professional experience placement. Pre-service Teachers are graded against the Australian
Professional Standards for Teachers (APST). The purpose of this report is to highlight strengths and identify
areas that the Pre-service Teacher can improve upon during the remainder of the placement. Summary
comments are requested as this helps Pre-service Teachers to identify areas for improvements in their
practice against the APST.
• The Final Report is written by the Mentor Teacher. When required, the University Adviser and/or Site
Coordinator may play a moderating role in the process.
• Mentor Teachers complete the reports via SONIA Online. All Mentor Teachers and Site Coordinators will be
provided access to SONIA Online. If there are any access issues these can be resolved by contacting the
Professional Experience Centre: [email protected]
• Mentor Teachers should discuss the report with the Pre-service Teacher providing constructive feedback that
will inform subsequent professional experience placements and their professional development. The Pre-
service Teacher and Mentor Teacher are required to sign (press submit) on the report.
13/02/2023 V1
Last reviewed 2022

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Professional Experience Teaching Block: 30 days

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