Presentation on theme: "CQUniversity Embedded Professional Learning 4/5 Primary/EC"— Presentation transcript:
1 CQUniversity Embedded Professional Learning 4/5 Primary/EC
2 Today Review EPL 3 experiences Getting used to selecting examples & talking about what you doEPL 4/5 overviewE-portolios, statements and application preparation
3 EPL 3 – Great things saw, heard, did EPL 3 – Great things saw, heard, did? What might be in your teacher’s kit of the best ideas ever?(100 ways to show children you care – for parents, but much is of relevance to teachers)
4 EPL 4 & 5 focusConsolidation of skills and knowledge required for the job – know your stuff!You need to build on your strengths, work on any gaps/weaknessesWork on writing and talking about what you doIdentify what makes you ‘special’? Develop your ‘wow’ factor!
5 Activity Take an example of an achievement from your EPL 3 experience Identify what it shows evidence ofLink it to the QCT StandardsPractice explaining to someone else. What it is, what it is evidence of, what you achieved.
6 What do you do if…..? You don’t get the report you expected? Your teacher gives you a rating you expected?What can you do to ensure you get the best possible report?
7 QCT StandardsStandard 1 Design and implement engaging and flexible learning experiences for individuals and groupsStandard 2 Design and implement learning experiences that develop language, literacy and numeracyStandard 3 Design and implement intellectually challenging learning experiencesStandard 4 Design and implement learning experiences that value diversityStandard 5 Assess and report constructively on student learningStandard 6 Support personal development and participation in societyStandard 7 Create and maintain safe and supportive learning environmentsStandard 8 Foster positive and productive relationships with families and the communityStandard 9 Contribute effectively to professional teamsStandard 10 Commit to reflective practice and professional renewal
8 Remaining final year experiences EPL 4 – Formal supervised placement – 4 weeksMentor Teacher provides regular feedback, weekly reviews etcEPL 5 Internship – guided partnership – 6 weeksBLM student prepares a mid-point progress report, Mentor Teacher provides feedback to that and brief final statement (the workload for them in relation to provision of feedback is minimal).
9 Expectations You must have a current blue card You need to be at school 45 mins before start of day and available for discussions/meetings after schoolYou need to make up any days off for illness etcYou need to let us know of any variation of Internship dates
10 EPL week blockPlanning and engaging in all aspects of the Learning Manager’s roleIn lead teaching role for at least 50% of the timeInvolvement at other times is still in an ‘active’ role – co- teaching, working with small groups, observing, involvement in co-curricula activities etc
11 EPL ComponentsAppropriate progress during the four week continuous block (including maintaining the Professional Folder) which includes evidence of taking on all aspects of the professional roleAn updated ILPClassroom management planA unit plan (and other levels of planning)Professional Review (summative report)
12 ILP – in QCT areas Teaching & learning Relationships Reflective practice & professional renewalBe specific, make strategies achievable. (2-3 points each category)
13 Distinction between “folios” Working portfolio - your folder that documents all EPL experiences for use at your teaching schoolProfessional portfolio – requirement for EPL 3, 4 and 5 in the form of an e- portfolio – See page 8 of the EPL 3 Pre- service Teacher GuidelinesProfessional Folio - Folio for EQ teaching positions - a folio that shows how you meet the EQ selection criteria for a teaching position. (This folio will be the focus of Topic 9).
14 A unit plan – What are the key characteristics, no matter the format? What is the process you go through?What makes your unit plan an effective one? How do you value add?
16 Planning for the term? You need to be organised for the 10 weeks You need to do all the kinds of planning teachers engage in (term plan, weekly plan, lesson plans etc)Focus should not be on filling in boxes and name of activity – but learning focusYou need to plan what you teach, rehearse it, be organised for it and document itBe responsive and spontaneous too!
17 If you know where you’re headed… It makes all the other levels of planning so much easierYou map out the term calendar, see what time you haveWhat assessment and data you need by whenWork out the goals/outcomes for each weekWork out the goals/outcomes for each dayWork out the goals/outcomes of each lessonThere is a rhythm and flow to the term, week, day.
19 Classroom Management Plan Should complement the School Behaviour Management Plan & build on work with Essential SkillsIt’s about thinking through specific strategies, having a range of strategies and practicing them so you don’t get lost ‘in the heat of the moment’It’s about a staged approach – all the different things you can do before reaching ‘corrective’ strategies
20 Preventive Management Strategies (Adapt these and add specific examples) This includes strategies and documentation which focus on:Clarifying and communicating expectations and requirements (including displaying these)Involving students in clarifying/revisiting rules and consequencesClass routines (entrances etc)Physical organization and layoutTeaching expected behaviours for the term/unit/learning experienceModelling expected behavioursEffective instruction givingEstablishing a positive and supportive classroom environmentDesigning learning experiences that are engaging for students, using a variety of strategies and ways to involve themProviding incentives and acknowledging student learning and progress
21 Supportive Strategies This includes strategies and documentation which focus on:Non-verbal communications – list specific things you can do to reinforce desired behaviours and address inappropriate behavioursVerbal reinforcement/reminders (list specific things you could say)Redirecting behaviours (least obtrusive means)Focussing on curriculum mattersPreparing for smooth transitions between activitiesInvoking consequences – in least intrusive waysPreventing escalationFollows plan – reminding, encouraging, acknowledging positive behaviours/developments
22 Corrective Strategies This may include strategies and documentation which focus on:Providing behavioural choices to the classroom studentFollow through on expectations and consequencesStimulus change (appropriate environmental change to change the context/situation)Conferencing as relevantIndividual behaviour plan/contractProgressive steps in School Behaviour PlanThis work draws on the following resource: Hutson, S (2005) Managing Student Behaviour: A Workbook for Teachers Maroochydore, Qld: unpublished manuscript
23 What you need to doGo through EPL 4 requirements with your mentor teacherBe part of planning for the termYou need to be involved in planning across the curriculum (even if you’re not implementing them all)Negotiate time for sharing planning before the beginning of term, process for sending drafts, times during the week for reviewYou need to engage in the full cycle of learning management (including assessment and data gathering)
24 Internships- what are they? Authentic work experiences50% full-time teachers load50% co-planning, team teaching, assisting, observing and other professional experiencesProfessional partnershipCollaborativeBridge between practicum and beginning teacherWhole sch. experience v classroom experience onlyCo-teaching arrangement
25 What they are not? Internal relief An extended supervised practicum Teacher aide in the classroom100% classroom responsibility
26 Professionally worthwhile internships Immerse the Intern in the full range of teachers’ workPromote reflective practiceProvide the opportunity for the Intern to work autonomously as a professional teacher and assume responsibility for planning and learning.Are collaborative partnerships based on mutual trust and respectSupport positive working relationships between Intern and whole school community
27 Eligibility for Internship Satisfactory completion of all required University courses (apart from Professional Skills) - if a result for course is a Fail or Incomplete you will be withdrawn from the Internship.
28 Internship ‘Authorization to Teach’ Internship Authorization is applied for by CQU on behalf of the BLM student.Has legal requirements and conditionsAuthorization allows the Intern to teach within the context of the Internship only (it is NOT provisional registration).Has a start and finish date that is registered with the QCT- CQU must be notified of any change to those dates.
29 Important pointsyour University if absent or ill during EPL 4 - this day will need to be made up and your Authorization commence day adjusted with the QCT.You are entitled to time-off to attend interviews for jobs during the Internship.Contact us if you are involved in any potentially legal issue in the school
30 What to do if…. You are asked to do an internal supervision The school asks you to supervise/assist with a school sporting eventYou are requested to supervise students in swimming activitiesA student is harmed/injuredRespectfully inform the person that under the QCT guidelines for Authorization to Teach you are not able to perform this duty, and whilst you have legal standing in the classroom for which you received authorization you do not have QCT approval to teach or supervise elsewhere.Ensure you are aware of the safety requirements and recording processes. Request information on measuring student performance for the event. If it is a high risk sporting event that you are not experienced in request either another job or a teacher with you.To supervise students in the water you require current CPR and First Aid certificate. Inform the supervisor immediately if you do not have these qual. It does not mean you cannot teach the lesson, but you require a person with current CPR with you.Take all necessary steps to ensure well being of student. Send 2 students to office or closest communication point and stay with injured student. As soon as is possible document account of incident in great detail including what lead to the incident, what you did and action you took. Inform university the day of the incident.
31 What to do if…You are unable to attend for the day due to legitimate reasonsYou need to leave during the day for legitimate reasonsYou feel you are being requested to do too much teachingYou encounter adverse feedback from a parentNotify the school ASAP, or communicate to your Mentor in the way you have organized. Ensure you have left all the teaching materials you were responsible for in a place clearly able to be found by other teaching staff. Absence for valid and substantiated reasons for up to three days to not have to be made up during Internship.Ensure your Mentor and Site Coordinator are informed and ensure you sign out in case of evacuation procedures. Again leave all preparation required for the teaching you were responsible for.This is a very sensitive issue. Talk to your Teaching Schools Coordinator via phone or . Do not talk to other sympathetic staff at any school or any other Interns who you cannot vouch for their confidentiality. Your Univerisity Coordinator will advise as to whether you need to discuss your concern with the Sc. Each Internship is different. It is unrealistic to expect your Internship to be identical to your peers in another class, in another school with another Mentor.Document if verbal abuse. Inform your mentor and follow their advise. If severe you and the mentor should inform the TSC of the incident or evidence of discontent.
32 Assessment -Internship Internship Progress report - completed by Intern using QCT standardsBrief philosophy statement1. how you have demonstrated the standards at this stage of your Internship2. What do you believe were the outcomes for the student/school community from your actions?
33 Assessment- Internship Mentor teacher verification - completed by Mentor after viewing/discussing intern’s report.Statement of completion signed by MentorUniversity signs off – copy of your report must be sent in with the reporting bookletShare you e-portfolio at day of celebration
34 Internship report – can be preparation for professional statement What makes these effective?Showing both professional knowledge and specific evidence and examplesBalance between general points and detailShowing something of your personal strengths and qualities.
36 Final checklist Academic transcript is clear of I, PO, RO, DE Passed all courses to dateWill not have courses to do after InternshipHave enrolled in EPL4 and EPL5 & FAHE13001Completed Child protection briefing or trainingCurrent Blue cardHave all EPL 1, 2, 3 assessment packages (when EPL 3 returned we’ll send them out)Downloaded QCT registration informationDownloaded DET & other employment application bookletsOrganise forms for Mentors/referees to complete if you are applying to EQ.