1. CQUniversity Embedded Professional Learning 4/5 Primary/EC

2. Today Review EPL 3 experiences
Getting used to selecting examples & talking about what you do
EPL 4/5 overview
E-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 focus
Consolidation of skills and knowledge required for the job – know your stuff!
You need to build on your strengths, work on any gaps/weaknesses
Work on writing and talking about what you do
Identify 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 of
Link it to the QCT Standards
Practice 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 Standards
Standard 1 Design and implement engaging and flexible learning experiences for individuals and groups
Standard 2 Design and implement learning experiences that develop language, literacy and numeracy
Standard 3 Design and implement intellectually challenging learning experiences
Standard 4 Design and implement learning experiences that value diversity
Standard 5 Assess and report constructively on student learning
Standard 6 Support personal development and participation in society
Standard 7 Create and maintain safe and supportive learning environments
Standard 8 Foster positive and productive relationships with families and the community
Standard 9 Contribute effectively to professional teams
Standard 10 Commit to reflective practice and professional renewal

8. Remaining final year experiences
EPL 4 – Formal supervised placement – 4 weeks
Mentor Teacher provides regular feedback, weekly reviews etc
EPL 5 Internship – guided partnership – 6 weeks
BLM 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 school
You need to make up any days off for illness etc
You need to let us know of any variation of Internship dates

10. EPL week block
Planning and engaging in all aspects of the Learning Manager’s role
In lead teaching role for at least 50% of the time
Involvement at other times is still in an ‘active’ role – co- teaching, working with small groups, observing, involvement in co-curricula activities etc

11. EPL Components
Appropriate progress during the four week continuous block (including maintaining the Professional Folder) which includes evidence of taking on all aspects of the professional role
An updated ILP
Classroom management plan
A unit plan (and other levels of planning)
Professional Review (summative report)

12. ILP – in QCT areas Teaching & learning Relationships
Reflective practice & professional renewal
Be 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 school
Professional 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 Guidelines
Professional 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 focus
You need to plan what you teach, rehearse it, be organised for it and document it
Be responsive and spontaneous too!

17. If you know where you’re headed…
It makes all the other levels of planning so much easier
You map out the term calendar, see what time you have
What assessment and data you need by when
Work out the goals/outcomes for each week
Work out the goals/outcomes for each day
Work out the goals/outcomes of each lesson
There is a rhythm and flow to the term, week, day.

18. How to go about creating a term plan?

19. Classroom Management Plan
Should complement the School Behaviour Management Plan & build on work with Essential Skills
It’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 consequences
Class routines (entrances etc)
Physical organization and layout
Teaching expected behaviours for the term/unit/learning experience
Modelling expected behaviours
Effective instruction giving
Establishing a positive and supportive classroom environment
Designing learning experiences that are engaging for students, using a variety of strategies and ways to involve them
Providing 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 behaviours
Verbal reinforcement/reminders (list specific things you could say)
Redirecting behaviours (least obtrusive means)
Focussing on curriculum matters
Preparing for smooth transitions between activities
Invoking consequences – in least intrusive ways
Preventing escalation
Follows 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 student
Follow through on expectations and consequences
Stimulus change (appropriate environmental change to change the context/situation)
Conferencing as relevant
Individual behaviour plan/contract
Progressive steps in School Behaviour Plan
This 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 do
Go through EPL 4 requirements with your mentor teacher
Be part of planning for the term
You 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 review
You need to engage in the full cycle of learning management (including assessment and data gathering)

24. Internships- what are they?
Authentic work experiences
50% full-time teachers load
50% co-planning, team teaching, assisting, observing and other professional experiences
Professional partnership
Collaborative
Bridge between practicum and beginning teacher
Whole sch. experience v classroom experience only
Co-teaching arrangement

25. What they are not? Internal relief An extended supervised practicum
Teacher aide in the classroom
100% classroom responsibility

26. Professionally worthwhile internships
Immerse the Intern in the full range of teachers’ work
Promote reflective practice
Provide 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 respect
Support 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 conditions
Authorization 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 points
your 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 event
You are requested to supervise students in swimming activities
A student is harmed/injured
Respectfully 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 reasons
You need to leave during the day for legitimate reasons
You feel you are being requested to do too much teaching
You encounter adverse feedback from a parent
Notify 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 standards
Brief philosophy statement
1. how you have demonstrated the standards at this stage of your Internship
2. 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 Mentor
University signs off – copy of your report must be sent in with the reporting booklet
Share 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 examples
Balance between general points and detail
Showing something of your personal strengths and qualities.

35. Why should we employ you?

36. Final checklist Academic transcript is clear of I, PO, RO, DE
Passed all courses to date
Will not have courses to do after Internship
Have enrolled in EPL4 and EPL5 & FAHE13001
Completed Child protection briefing or training
Current Blue card
Have all EPL 1, 2, 3 assessment packages (when EPL 3 returned we’ll send them out)
Downloaded QCT registration information
Downloaded DET & other employment application booklets
Organise forms for Mentors/referees to complete if you are applying to EQ.

37. Get ready for the final leg of this journey!