Presentation on theme: "CQUniversity Final Years Embedded Professional Learning 4/5"— Presentation transcript:
1CQUniversity Final Years Embedded Professional Learning 4/5 Professional practiceProfessional you!
2Today – professional practice, professional you Review EPL 3 experiencesEPL 4/5 overviewE-portfolios, statements and application preparation
3Remaining 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).
4Expectations in booklets You must have a current blue cardYou 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
5EPL 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
6Distinction between “folios” Working portfolio - your folder that documents EPL documentation for use throughout the pracProfessional portfolio – requirement for EPL 3, 4 and 5 in the form of an e- portfolio and relates to the professional standardsProfessional Folio - Folio for EQ teaching positions - a folio that includes specific evidence and forms as per their application process.
7Planning 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 goalsYou need to plan what you teach, rehearse it, be organised for it and document itThere is a rhythm and flow to the term, week, day.Be responsive and spontaneous too. Demonstrate ‘withitness’
8Classroom 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
10Preventive 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
11Supportive 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
12Corrective 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
13EPL 5 - 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
14What they’re not… Interns are not: Internal relief Teacher aides in the classroomInternships are not:An extended supervised practicum100% classroom responsibility for the duration
15Important clarification Interns:cannot be used as supply or substitute teachers; however, an Intern may teach their Mentor’s class to release the Mentor for Internship Program meetings and other professional learningMentors:cannot be used for substitute teaching while their Intern is responsible for teaching that Mentor’s class.
16Professionally 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 respect
17Internship ‘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.
18Scenarios1. A Mentor teacher phones in sick for the day. Does the school need to call in a supply teacher?2. Mentor calls in sick and will not be returning to work for a week. Is it necessary to get a supply teacher?In most cases the intern can teach the classes for the day (depends on specific class context though)Probably, this depends on availability of supply teachers – in some cases the intern could teach the classes for 2 days while the school finds a suitable teacher to replace the mentor and assume the mentoring role.
193. Can the Intern take the class while the teacher attend meetings at other schools? eg. Cluster planning meetings4. Another teacher in the school is sick and a relief teacher is not available. Can the Mentor or Intern cover the absent teacher?3. yes, the mentor can use any time release from their intern teaching to attend PL opportunities.4. No, this contravenes the internship agreement signed by DET, CEO, QTU, QIEU, QCT and CQUniversity
205. The year 7 class is one teacher short to go on camp (intern is with year 7). Can the year 6 teacher go on camp and the Intern take the class by themselves?6. Sports day is coming up. The school need to send teachers with the students. Can the Intern go for the day?5.No, but the intern could be invited to go on the camp6. Yes, as this would be part of a teachers work. Any specific sport supervision may require specific briefing or training.
217. Can an Intern observe, or go and assist in other classes? 8. The Mentor has playground supervision. After the first day they ask the intern to do these duties without them being present.7.Yes8. Internship come back to what is a fair thing. It would be fair to share this role over the internship
229. Can an Intern take responsibility for a whole school project such as training the Opti Minds team or assisting in the coaching of sports or cultural performances?Yes. Interns are meant to be immersed in the total life of the school. This should not be detrimental to their class-based work however. They should be well briefed on any workplace health and safety issues and procedures of relevance regarding supervision of afterschool activities, transporting students etc.
23Assessment -Internship Internship Progress report - completed by Intern in reference to professional 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?
24Assessment- 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 your e-portfolio at day of celebration
25EQ professional statement This statement of no more than 500 words is an applicant’s opportunity to demonstrate:knowledge and understanding of departmental reforms, initiatives and policies in relation to learning and teachingthe applicant’s beliefs about teaching and learningpersonal career aspirations
26Statement Length Use the first person 1-2 pages or 500 wordsUse the first personUse the present tense, wherever possible
27Beliefs about learning Write down your beliefs about learningConsider:How do I view students?What do I mean by learning?What do I want students to learn?What do/can I do to facilitate their learning?How do/can I help students overcome obstacles to their learning?What happens in a successful learning situation?
28Beliefs about teaching Write down your beliefs about teachingConsider:Why do I teach?What makes me feel good about teaching?What do I teach?How do I teach?How do I measure the effectiveness of my teaching?What would I like to change about my teaching?
29Professional growth How will you continue growing as a teacher? What goals do you have for yourself and how will you reach them? How have your attitudes toward teaching and learning changed over time?How will you use your student evaluations to improve your teaching?How might you learn new skills?
30Add ExamplesInclude teaching strategies and methods to help people “see” you in the classroom.By including very specific examples of teaching strategies, assignments, discussions, etc, you are able to let your reader take a mental “peek” into your classroom. Help them to visualize what you do in the classroom and the exchange between you and your students.
31Add Examples What are my most successful experiences as a teacher? What made those experiences successful?How could those successes be transferred to other teaching situations?Conversely, what have I learned from my least successful experiences?How do I reflect upon my teaching and use this to refine my teaching?
32Now pull it all together… I embrace teaching as an opportunity to ….I recognise children as ….As a teacher, it is my goal toIn my professional experiences, I ……….. knowledge is central to my philosophy of teaching because it ….One way I work to encourage students to … This helps students …The process by which I work to
33Applying for jobsYou need to submit your applications to relevant employing authorities and look for opportunitiesThe university sends the QCT a list of students who have successfully completed the BLM in NovemberIn most cases you will NOT be available for employment (within schools) for all of term 4You are entitled to time-off to attend interviews for jobs during the Internship.
34The employment process – what they’re looking for You know about and are able to carry out the full range of duties and responsibilities of a teacherYou can cater for different students and manage a classroomYou have a good understanding of the key initiatives, syllabuses, policy documentsYou have good (real) examples of your practiceYou can work as part of a team, within a school community
35The interview Why should we employ you? Can you do the job (really well)?What is it about your background and experiences that have meant you are ready for the job and take on the professional role?What have you got to ‘contribute’?What are your strengths, your passions, your attributes? Show something of yourselfPresentation aids/themes (work samples, scrapbook, road map of journey, story)
36Other things they are considering??? Your involvement in the schoolYour enthusiasmYour attitude towards workYour confidence and competenceHow you get on with peopleYour commitment and sincerity (that you really want to do this and you mean it)Your presentation of self“Would I want you on my staff?” “Would I want you teaching my kids?”
37Be aware that Putting down other teachers or schools, Blaming the kids Making excuses….doesn’t look good
38Possible kinds of questions Outlining process (“How do you go about designing your classroom literacy program”)Providing examples from what you have done in the past (“Give us some examples of how you have catered to the needs of different learners”)“what if”scenarios you’re asked to consider what you would do if… (“What would you do if you had a child who is not responding to your classroom management and consequence system?”)Make sure you don’t just think about what you have done as a student, project yourself forward into the professional role… what you are going to do.
39Sample questionsHow do you create learning programs to achieve literacy outcomes for all students?What kind of assessment strategies have you used and what kinds of modifications have you made for different learners?You have had a parent complain that her child is being bullied in the class. What would you do?In your new school you are one of a teaching team and have been asked to increase the use of ICTs in the classroom. How would you contribute to the learning team?
40Final checklist Academic transcript is clear of I, PO, RO, DE Passed all courses & will not have courses to do after InternshipHave enrolled in EPL4 and EPL5 & FAHE13001Completed Student Protection briefing or trainingCurrent Blue cardHave all EPL 1, 2, 3 assessment packagesDownloaded QCT registration informationDownloaded DETE & other employment application bookletsOrganise forms for Mentors/referees to complete if you are applying to work for EQ.