EDFX215 - Australian Catholic University · The unit EDFX215 is the second supervised Early...

FACULTY OF EDUCATION AND ARTS (Victoria)

P r o f e s s i o n a l & C o m m u n i t y E x p e r i e n c e P r o g r a m

Bachelor of Education (Early Childhood and Primary) Melbourne and Ballarat

EDFX215

GUIDELINE BOOKLET 2014

for Pre-service Teachers Associate Teachers

Directors/Coordinators of Services/Centres/Kindergartens

(Please note - ‘pre-service early childhood and primary teacher’ and ‘pre-service teacher’ refer to the same person in this document)

These pre-service teachers are undertaking a four-year teaching course.

The unit EDFX215 is the second supervised Early Childhood teaching placement provided for the Professional Experience component of the course.

It is essential that the pre-service teacher and associate teacher read and discuss together this

placement information booklet, to assist with an understanding of the requirements and tasks to be completed over the single days and three week block practicum.

Material contained in this booklet has been especially developed for the Bachelor of Education (Early Childhood and Primary), Melbourne and Ballarat Campus, and is restricted in its use to that purpose.

Australian Catholic University EDFX215 Undergraduate Early Childhood & Primary Booklet 2014

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TABLE OF CONTENTS

INTRODUCTION 3 UNIT OVERVIEW UNIVERSITY CONTACTS

LEARNING OUTCOMES FOR PLACEMENT 4 PLACEMENT EXPECTATIONS FOR SERVICE SUPERVISORS 4 ROLES AND RESPONSIBILITIES 5 PRE-SERVICE TEACHER RESPONSIBILITIES LEGAL LIABILITY SUPERVISORY RESPONSIBILITIES ASSESSMENT 7 PROGRESS REVIEW AND FINAL REPORT FORM GRADING AND EVALUATION PRE-SERVICE TEACHER PLACEMENT 8 PRIOR TO FIRST PLACEMENT DAY 8 TASKS FOR PLACEMENT 9 SINGLE DAY SCHEDULE OF TASKS 11 BLOCK PLACEMENT SCHEDULE OF TASKS 15 APPENDICES Appendix 1- Record of Attendance (Block Placement) 17 Appendix 2- Student Declaration 18 Appendix 3- Insurance Statement 19 Appendix 4- Risk Management Plan 20 Appendix 5- Copy of Report Form 22 (Copy for information only not for actual report)


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INTRODUCTION Welcome to the Professional Experience Program for the Australian Catholic University (ACU), Victoria, Bachelor of Education (Early Childhood and Primary) course.

This handbook is designed to meet the needs of Early Childhood Educators/Service Coordinators, Associate Teachers, ACU representatives and ACU pre-service teachers as they participate in their professional experience placement. The course is delivered by the Faculty of Education (VIC).

The Professional Experience Program aims to provide opportunities for pre-service teachers to apply and reflect upon a diverse range of professional practices appropriate for children in early childhood and primary settings. Through participation in a developmental sequence of professional experiences throughout the course, pre-service teachers come to appreciate the complexities of the early childhood and primary environments and the commitment and responsibility required of those entering the profession.

To ensure the ongoing quality of the program we welcome your feedback at any time during and at the end of the professional experience placement.

Expectations for each year level differ and, naturally, increase as pre-service teachers gain confidence and experience.

The Australian Catholic University, Victoria, extends its appreciation to all participants in the program.

UNIT OVERVIEW The EDFX215 Professional Experience Placement is the second in a series of five Professional Experience Placements for our pre-service teachers in the Bachelor of Education (Early Childhood and Primary) at ACU. Pre-service teachers will be placed in a service/centre/kindergarten working with children from 3 to 5 years. All pre-service teachers undertaking EDFX215 have attended an “Orientation to Professional Experience" session in their first weeks of Semester 1. The University’s guidelines, expectations and requirements for Professional Experience were discussed in this session. All pre-service teachers on placement will carry a current “Working with Children Check”. UNIVERSITY CONTACTS Should you have any queries, questions or concerns please contact the Placement Officer in the first instance:

Professional & Community Experience Placement Officer: Melbourne Campus Vanessa Mitchell Ph: 9953 3193 Email: [email protected] Professional & Community Experience Placement Officer: Ballarat Campus Gail Nowaski Ph: 5336 5428 Email: [email protected] Professional Experience Co-ordinators: Melbourne Campus (St. Patrick’s) Dr Linda Henderson 9953 3639 Ballarat Campus (Aquinas) Ms Bronwyn Embling 5336 5357

mailto:[email protected]



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LEARNING OUTCOMES FOR PLACEMENT It is the pre-service teacher’s responsibility to become familiar with the listed learning outcomes of the EDFX215 Guideline Booklet and reflect on their links to the placement tasks. At completion of this unit pre-service teachers will be expected to be able to:

1. Identify the characteristics of effective contemporary early childhood settings for 3-5 year olds 2. Apply the transition from pre-service teacher to early childhood educator, teacher and carer 3. Apply theoretical information discussed in lectures to the practical setting of the early childhood setting 4. Interact effectively with children, colleagues and families 5. Become aware of and implement a range of strategies for teaching and learning relevant to the early

childhood context 6. Extend a collation of practical teaching resources, including relevant literature, references, educational

games, kits, teaching schemes, audio-visual equipment and educational toys 7. Observe specific features of early childhood setting interactions including, children, families and

colleagues 8. Gain information concerning organisational aspects of the early childhood service. 9. Demonstrate skills of observation, planning and documentation of play and learning experiences and

emergent curriculum. 10. Communicate and interact professionally with others.

PLACEMENT EXPECTATIONS FOR SERVICE SUPERVISORS For the Director /Coordinator: 1. This is the second supervised early childhood teaching experience for this pre-service teacher. The

structure of this practicum is planned to introduce the pre-service teacher to 3 to 5 year olds and extend their observations, planning skills and professional roles.

2. At this stage in their academic course, pre-service teachers have foundational knowledge of child development, observation and planning.

3. Please encourage the pre-service teacher to carry out his/her expectations and responsibilities as set out in

this booklet. For the Associate Teacher: 1. This is the second graded and supervised teaching placement in an early childhood setting experienced

by this pre-service teacher. Through this experience the pre-service teacher is expected to extend their observations and planning skills and demonstrate increasing professional responsibility.

2. At this stage in their academic course, pre-service teachers have had coursework in curriculum content,

pedagogy and child development. Where pre-service teachers are requested to present expected tasks in areas with which they are unfamiliar, assistance will need to be provided.

3. Each week the associate teacher will need to plan in advance with his/her pre-service teacher the

expected tasks to be undertaken so that pre-service teachers may be fully prepared each day. In this respect, pre-service teachers will need to have a clear understanding of what is expected of them.

4. It is expected that the associate teacher will evaluate each pre-service teacher's interactions by recording written comments on prepared plans/observations kept in the pre-service teacher's Professional Experience Folder. These comments and recommendations should lead to the pre-service teacher's improved planning and implementation of experiences with children. The pre-service teacher is expected to be increasingly critically self-reflective.


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Please note: Point 4 is particularly important in order to provide the pre-service teacher with the optimum conditions for successful teaching and learning and is part of regular communication with the pre-service teacher.

ROLES AND RESPONSIBILITIES PRE-SERVICE TEACHER RESPONSIBILITIES Pre-service Teachers are notified of their placements through the Professional Experience Office by email. The formal beginning of the placement commences once the pre-service teacher has been notified of the placement. The formal completion of the placement occurs when the Report Forms have been submitted to the Professional Experience Office. Once a pre-service teacher has been notified of their placement contact must be made, by the pre-service teacher, with the placement service and a pre-placement visit arranged. Failure to make this contact and visit will result in cancellation of placement and a fail grade may be awarded on professional grounds. (Please note that in some circumstances for country placements the pre-placement visit may not be possible, however phone contact must be made). Pre-Service Teachers are required to: 1. Read their Guideline Booklets. 2. Complete pre-placement tasks (pg. 8 of the Guideline Booklet). 3. Attend all preparation sessions as stipulated by the university. 4. Carry you’re their valid Working with Children Check Card and National Police Check at all times whilst at

the service and on any excursions. 5. Discuss their guideline booklet with their Associate Teacher. 6. Take part in all forms of supervision and professional staff commitments, when and where appropriate. 7. Complete all tasks as outlined in the Guideline Booklet. 8. Keep their Professional Folders up to date. 9. Maintain conduct which is responsible and professional at all times. 10. Establish a caring and conscientious manner. 11. Dress professionally. 12. Assist in the routines and care of the service where appropriate. 13. Be at placement for 7.5 hours per day. 30 minutes is allocated for a lunch break. 14. Inform the kindergarten/centre and the Professional Experience office if they are unable to attend

placement. Failure to do this is to be reported to the University without delay, as this may constitute a Fail in the teaching experience (a medical certificate should normally be provided).

15. All absences will need to be made up. Pre-service teachers are required to arrange and make up time lost due to illness or misfortune and provide signed evidence from the service that the time lost has been made up.

16. Respond to any feedback from the Progress Review (Day 6). It is important that each pre-service teacher demonstrates and maintains a high standard of performance and commitment throughout the placement.

LEGAL LIABILITY While it is desirable for the pre-service early childhood and primary teacher to become fully involved in the service’s activities, it should be noted that the pre-service teacher does not assume the legal responsibility of an employed fully qualified and registered teacher, and is therefore supernumerary to regulatory requirements. No pre-service teacher should be left alone with children at any time. The Service Director/Coordinator and staff of the service are legally responsible for the care of the children at all times.


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SUPERVISORY RESPONSIBILITIES Associate teacher: 1. Ensure all documentation has been received (Guideline Booklet, Professional Experience Report Form) 2. Read through the Guideline Booklet and discuss the requirements with the pre-service teacher. 3. Discuss starting and finishing times for the pre-service teacher. The pre-service teacher should be at

placement for 7.5 hours per day with 30 minutes for lunch. ACU encourages varied starting and finishing times when appropriate.

4. Understand and plan in advance for the specific expectations required/daily tasks and discuss these with the pre-service teacher.

5. Write comments on the pre-service teacher’s efforts in his/her journal. 6. Discuss with the pre-service teacher your evaluative comments. 7. Provide written documentation for the Progress Review on Day 6. 8. Provide feedback to the ACU supervisor who will call during the placement. 9. Complete the Professional Experience Report Form on the final day of placement. 10. Return the report to the pre-service teacher for submitting to ACU. Director/Co-ordinator of Service/Centre/Kindergarten: 1. Give the guideline booklet, separate report form and Associate Teacher expectations and responsibilities

sheet to the Associate teacher. 2. Make time to go through and sign the Placement Agreement form with the associate teacher and

pre-service teacher 3. Ensure that the pre-service teacher is made familiar with the nature and organisation of the service; the

service objectives and routines and the expectations concerning the conduct and professional responsibilities of the pre-service teacher whilst on placement.

4. Assist the Associate Teacher with the organisation and recording of the Progress Review (Day 6) if necessary.

5. Facilitate the consultation process between all parties concerned with the Progress Review. 6. In conjunction with or on behalf of the Associate Teacher, observe the pre-service teacher in a teaching

and learning situation and write an evaluation in the pre-service teacher’s Professional Experience Folder.

7. Bring any perceived problems to the attention of the University Professional Experience Office at the appropriate campus as soon as noted.

8. Observe the Professional Experience Report Form completed by the Associate Teacher on the last day of placement.

Please note: If the pre-service teacher is not fulfilling their responsibilities satisfactorily, the Associate Teacher is requested in the first instance to discuss the situation with the pre-service teacher and Service Director/Coordinator. If there is further concern on the part of the Associate teacher or the service Coordinator/Director about a pre-service teacher’s performance, attitude, interactions, supervision or professional conduct, please contact the University as soon as possible. Australian Catholic University: It should be remembered that at all times Associate Teachers, Directors/ Coordinators and pre-service teachers may request a University supervisor to visit a service if any concerns or difficulties arise. Where a pre-service teacher has been identified as ‘at risk’ by the service, specialist supervision will be provided for him/her by an ACU staff representative. Note an ACU staff member will make a supervisory phone call to the Associate Teacher during the placement. Payment for supervision placement: Australian Catholic University pays for the supervision of pre-service teachers’ practical placements in accordance with the relevant award and/or agreement. Payment is made only for supervised placement/teaching practice (fifteen days), which requires the completion of written evaluation and reports (the Progress Review and End of Professional Experience Placement Report Form). The claim form for payment for supervision will be sent to your service. Please forward this claim form within 4 weeks of the completion of the professional experience placement to the Melbourne campus (for both


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campuses) as per the address details on the service payment claim form, to facilitate prompt payment. Payment can only be made on the return of the claim form. ASSESSMENT PROGRESS REVIEW AND FINAL REPORT FORM Progress Review: The Associate Teacher, with assistance from the Director/Coordinator, should schedule a time in Week 6 for a Progress Review. After discussion with the pre-service teacher, this Progress Review should be signed by the Associate Teacher and the pre-service teacher. Such reviews will identify the strengths and areas of focus for the remainder of the pre-service teacher’s placement experience and will make recommendations for the pre-service teacher's further professional practice. The Director/Coordinator is asked to ensure that a Progress Review has taken place. Final Report Form: Pre-service teachers are responsible for the timely return of their completed Report Form (Refer Appendix 5). All pre-service teachers have been requested to collect their Report Form from their Associate Teacher or Director/Coordinator on his/her final afternoon at the relevant setting. The Associate Teacher is requested to ensure that the Report Form has been completed and is ready for collection at this time. The form is to be returned to the PEP Administrative Officer, in person or by registered mail by the Pre-service Teacher, to the relevant University campus within one week of the completion of the professional experience placement. If the form is not submitted, this may result in a fail being recorded for the placement. The University values the input of all parties involved in the supervision process. The quality of this involvement will determine to a large degree, the nature of the competence and professionalism generated in our pre-service teachers. GRADING AND EVALUATION Pass: The pre-service teacher is demonstrating competence in the areas outlined in the Learning Outcomes. The pre-service teacher’s self-evaluation comments are perceptive. He/she is aware of areas that require further refinement to enhance his/her overall performance and interpersonal skills. The pre-service teacher is initiating alternative strategies as stated in his/her recommendations. The pre-service teacher displays an excellent attitude relating to relationships with children and staff and to generating a caring, dedicated teacher model. The desired outcomes of the professional experience placement and relevant Report Form descriptions should be used to determine a grade.

Fail: Fail will be awarded to any pre-service teacher who is not performing satisfactorily in terms of achieving the Learning Outcomes noted on page 4. Where there may prevail an attitude of poor motivation, a lack of commitment and inconsistent endeavour to upgrade his/her professional approach and to modify his/her behaviour. The pre-service teacher may demonstrate issues in relating effectively with children as well as working cooperatively with staff. Also, the pre-service teacher may demonstrate a lack of knowledge considered appropriate for his/her phase of teacher education. When a Fail is awarded, the pre-service teacher will be required to attend a Show Cause meeting conducted by a Review Committee to evaluate circumstances leading to the Fail grade and to decide whether the pre-service teacher should continue in the course. If the pre-service teacher is to continue with the course,


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he/she will be required to repeat the teaching round at the next available Professional Experience time on the University calendar. Determining a grade: A pass or fail grade will be awarded to pre-service teachers on the basis of providing evidence of the Learning Outcomes for this field-based unit. Each pre-service teacher is required to assemble documentation relating to specific tasks in their Professional Experience Folder to demonstrate observation, planning, professional interactions and critical reflection on teaching and learning experiences. Please note that large amounts of photocopied material are not appropriate. The folder is to provide evidence of the pre-service teacher’s ongoing active participation and progress. All documentation is to be collated and housed in an A4 ring binder accompanied by a contents list and include references and a bibliography as relevant. The professional experience folder must always be available for discussion with the Associate Teacher and visiting ACU Early Childhood Supervisor where appropriate. The expectation from the perspective of the University is that the Associate Teacher and Director/Coordinator recommends a grade for the pre-service teacher's performance. The final award of the grade will be the responsibility of the University. The pre-service teacher is expected to maintain a level of competence appropriate to their phase, as outlined throughout this document, until the professional experience placement concludes. Any deterioration in the pre-service teacher's teaching/management, attitude or professional conduct may jeopardise the pre-service teacher's PASS grade. If there are qualitative changes in the pre-service teacher's performance and/or conduct, the PASS grade may be withdrawn and a FAIL grade substituted. Pre-service teachers, Associate Teachers or Coordinators/Directors of Services/Centres/Kindergartens should contact the University Supervisor and/or Professional Experience Officer to discuss any concerns with regard to the professional experience placement immediately should they arise in order to resolve their concerns. PRE SERVICE TEACHER PLACEMENT

PRIOR TO THE FIRST PLACEMENT DAY The following tasks should be carried out prior to your first day.

1. Introductory poster You are required to produce an A4 poster of yourself for display at the service. This will help to introduce you to the children, staff and families. Also, keep a copy of this poster in the Professional Experience Folder This poster should include: • A recent photo of yourself. Please be conscious of your choice of photograph – you should

consider one that reflects the image of a working professional. • Explanation of who you are, what you are studying (including ACU at Melbourne/ Ballarat

campus) and why you are at the service. • Placement dates.

2. Professional Experience Folder Make sure you have purchased a ring folder and have divided it into relevant sections. These include: table of contents, personal and service details, single day tasks, observation/s and planning, reflective journal, evidence of learning outcomes, resources, references/bibliography (Note further details below).

3. Pre-service Teacher Emergency Contact Form


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Access the form at http://www.acu.edu.au/__data/assets/pdf_file/0009/333477/Emergency_form_11.pdf

This completed form should be completed by the pre-service teacher and given to the Service Director/Coordinator and the PEP Office for the duration of the placement. This form is to be used in any case of Emergency. The Pre-service Teacher should collect the form at the conclusion of the placement.

TASKS FOR PLACEMENT Pre-service teachers are to maintain the following sections in their Professional Experience Folder over the duration of the placement: Single Day Tasks: All single day tasks as indicated in the following weekly table are to be completed and documented in this initial section in the professional folder. This includes the comprehensive situational analysis. Observation and Planning: Pre-service teachers are expected to carry out observations of 3 focus children at each weekly visit. Pre-service teachers should complete a minimum of 8 observations of each of the three focus children over the 10 weekly visits and 4 observations per week per child during the block placement. Planning based on these observations will commence in Week 7 as described in the weekly tasks and continue in the block placement. Consolidating and extending observation and planning skills and group management skills are a key outcome. Reflective Journal: A dated journal entry is required for each single weekly placement day. The journal entry needs to be one page of critically reflective writing, including the following: • the responses of the child/children to pedagogical strategies, events, experiences or spontaneous

happenings • what the pre-service teacher might have learned about various aspects of the service program and

operation • how the pre-service teacher might build on self-reflection about their skills and approach a situation

differently next time • how the service educators and pre-service teacher implement early childhood philosophies, curricula,

policies, pedagogies and theories • how management and leadership is evident in the service • how the service engages families and the wider community • any feedback from other staff Evidence of pre-service teacher addressing Learning Outcomes: Pre-service teachers are expected to decide how they will specifically detail their participation at the service on each visit in relation to their learning outcomes. From this ‘log’ of dated entries for each outcome will arise items for discussion in the weekly reflective journal entries. Also, this evidence will form the basis of regular feedback discussions and completion of the Progress Review and Final Report with the Associate Teacher. Resources: Pre-service teachers will extend their collection of useful resources suitable for young children with a focus on children aged 3-5 years. These could include: • ideas for play experiences • ideas for creating indoor and outdoor learning environments • stories, rhymes and songs • lists of suitable CDs to play for children

http://www.acu.edu.au/__data/assets/pdf_file/0009/333477/Emergency_form_11.pdf


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• self-made toys, puppets or props • relevant organisations for incursions or excursions • suppliers of equipment • books to use when reading with children

(Note – if preferred, Pre-service teachers may decide to have a separate Resources Folder)


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SINGLE DAY SCHEDULE OF TASKS

The single days require completion of the following tasks. It is expected that pre-service teachers be engaged in the daily routine and program of the group at all times and complete their Professional Experience Folder at home.

DAY 1 Start Finish Less meal break

Total hours Associate Teacher

__/__/__ FOCUS TASKS AT PLACEMENT Orientation to the setting. Introductory Poster Situation Analysis Focus Children

When you arrive at the setting, familiarise yourself with the children, the staff, the families and the operation of the service/centre/kindergarten. Follow the guidance of the Coordinator/Director and Associate Teacher. Share your poster with staff at the service and in consultation with staff at the Service find a suitable place to display it. Over the first 3 weeks undertake a detailed site description including: • The location of the service and an overall description of the

suburb/area. • A description of the cultural and community context. • The diversity of families using the service. • Resources available in the setting • The number of children and staff at the service. • A list of first names, ages and attendance of the children in your

room. • Important information (allergies, inclusion plans) related to

individual children. • Routines and group arrangements (family grouping, age grouping,

flexible snacks, lunches, group times etc). • A ‘typical’ daily timetable (if there is a typical pattern). • A drawn diagram of the indoor and outdoor service environment. • Service policies and philosophy statement. • Management arrangements e.g. parent committee, auspicing

body, organisational links • The roles and responsibilities of staff (see also staff roster). Have an initial discussion with your Associate Teacher to choose 3 (three) appropriate focus children. You will need to obtain written parent permission before observing and/or taking photographs of your focus children (refer website for consent form).

Provide access to materials relevant for a situational analysis of the service. Discuss possible focus children and seeking parent permission for observations.



__/__/__ FOCUS TASKS AT PLACEMENT Situation Analysis

Resources

Continue with the comprehensive situation analysis so that you are as familiar as possible with all aspects of the service and program. Follow- up on seeking permission for your focus children as required. Begin collecting resources for your folder.


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__/__/__ FOCUS TASKS AT PLACEMENT Situation Analysis Focus Children Observations

Complete the situation analysis. Write a two page critical review of your situation analysis. Identify and describe clear links or continuities between key elements of the situational analysis e.g. the service philosophy and the program, the community context and the program, service philosophy and theoretical perspectives, policies and the new NQS, management and leadership etc. Formal observations on your three focus children may begin as soon as parent permission has been obtained. (Place your observations in your Professional Experience Folder). Begin a minimum of 1 observation for each focus child each day. Over the placement make a range of observations such as anecdotal records, learning stories, work samples and transcripts. Remember to vary the types of experiences and daily routines that you observe. Also, try different formats and discuss with your Associate Teacher the formats the service uses and why.

Ensure observations begin with parent permission. Discuss your service’s observation formats.



__/__/__ FOCUS TASKS AT PLACEMENT Child development and learning Focus Children Observations

Research literature on young children’s development for this age range 3-5 years to gain understandings of how young children are developing and how they may be learning. Cite at least three relevant references in your one page summary. Continue to undertake observations of your focus children. Ensure that you interpret your observations with reference to the VEYLDF or EYLF and identify implications for your later planning. Discuss this with your Associate Teacher to see if you are ‘on the right track’. Additionally, observe and discuss with staff, how they undertake observations in the service and how they use them in their planning, arranging the environment and interacting with the children.

Discuss observation and planning


Total Hours Associate Teacher

__/__/__ FOCUS TASKS AT PLACEMENT Community Focus

Extend on the situation analysis completed in Week 3 to create a community map to identify key links between the service and wider local community e.g. maternal child health services, specialists, schools, services, parks etc. Obtain any relevant information about these local services/places of interest. Ask your Associate Teacher what specific community connections might have been previously implemented. Explore the possibilities of creating continuities by linking aspects of the program to the local community and document at least three possibilities. Continue to undertake observations of your focus children using a

Discuss community connections


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Children Observations

range of observation formats. Ensure that you interpret these with reference to VEYLDF or EYLF and identify implications for your planning and teaching.

DAY 6 Start Finish Less mail break


__/__/__ FOCUS TASKS AT PLACEMENT Focus Children Observations Progress Review

Continue to undertake observations on your focus child using a range of observation formats. Ensure that you interpret these with reference to VEYLDF or EYLF and identify implications for your planning and teaching. This is an opportunity to reflect on what you have achieved to date, what are your strengths and what are your goals for the remainder of the placement. This must be completed and signed by both the Associate Teacher and Pre-service Teacher.

Undertake Progress Review



__/__/__ FOCUS TASKS FOR PLACEMENT Focus Children Observations and Planning

Continue to undertake observations on your focus children. Use a range of observation formats. Ensure that you interpret these with reference to your reading of the VEYLDF or EYLF and draw out implications for your planning. Prepare a one page summary about each focus child from your observations so far and how you might facilitate learning. Include reference to their strengths, interests and contexts and your knowledge of child development, pedagogy and theories. You may wish to revisit Bronfenbrenner as a tool for understanding the multiple systems and contexts of your focus children. Prepare your first plan for implementation of a learning experience drawing on your summary of one of your focus children. Discuss the suitability and format of the plan with your Associate teacher and be prepared to implement the plan in Week 8.

Discuss suitability of first plan



__/__/__ FOCUS TASKS FOR PLACEMENT Management and leadership Focus Children

• How is the service managed? Describe some of the aspects of

service management such as regulations, staffing, ordering supplies, enrolments.

• How is leadership demonstrated in the service? Provide some examples of leadership and reflect on the qualities of organisational leaders.

• How are the educators supported in their work? e.g. professional development, resourcing with materials, intervention support staff, parent assistance.

Continue to undertake observations of your focus children. Ensure you are seeking feedback from your Associate Teacher on the content and implications of your observations.

Discuss


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Observations and Planning

Implement and evaluate your first planned learning experience, then plan again to extend the experience in the following week. Ensure the plan is discussed with your Associate Teacher before implementation.

evaluation of first plan and suitability of second plan



__/__/__ FOCUS TASKS FOR PLACEMENT Group managementduring daily routines and transitions Focus Children Observations and Planning

Document your observations of the strategies educators employ to manage daily transitions and routines e.g snack or lunch times, group mat times, arrival and departure times, indoor to outdoor transitions. Note which strategies seem most effective and why this might be? What strategies would you use and would they promote program continuities for children? Continue to undertake observations of your focus children. Ensure you are seeking feedback from your Associate Teacher on the content and implications of your observations. Implement and evaluate your second planned learning experience, then plan again to extend the experience in the following week. Ensure the plan is discussed with your Associate Teacher before implementation.

Discuss group management strategies Discuss evaluation of second plan and suitability of third plan



__/__/__ FOCUS TASKS FOR PLACEMENT Facilitating partnerships with parents Focus Children Observations and Planning

Document your observations of the strategies educators employ to engage with parents and create continuities between home and the service. Are there children’s portfolios or daily group learning reflections for parents to read and respond to? Are parents involved in the program sharing knowledge or skills or assisting with daily tasks such as snack times? What avenues of communication do the educators utilise eg newsletters, posters, parent library, interviews, information/discussion evenings? What avenues do they offer parents for communication and partnerships? Begin considering how you might implement a parent communication strategy in the block placement such as writing an item for a newsletter/daily reflection or preparing a poster/display. Ensure this is discussed with your Associate Teacher prior to implementation in the block placement. Continue to undertake observations on your focus children. Ensure that you interpret these with reference to your reading and draw out implications for your planning and teaching. Consider some ideas for planning using the information you have gained. Implement and evaluate your third planned learning experience. Record your overall reflections on your observations and planning to date. Identify strengths and challenges in your planning as a basis for moving forward in the block placement. Seek input from your Associate Teacher too.

Consider possibilities for the implementation of a parent communication strategy during the block placement Discuss evaluation of third plan and planning overall


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BLOCK PLACEMENT SCHEDULE OF TASKS (Day 11-25) The Block Placement provides pre-service teachers with the opportunity to extend their learning through a more concentrated experience over a three week period in an early childhood setting. Over this time, the pre-service teacher is expected to provide evidence of their increasing responsibility for planning children’s learning experiences and implementation of the program. With the support and agreement of their Associate Teacher, pre-service teachers should be encouraged to gradually assume some responsibility for small and large group teaching, transitions and routines during the Block Placement. In the last week of the Block Placement pre-service teachers are expected to work collaboratively with their Associate Teacher in planning and implementing the program and take the lead in planning and management of the program implementation over two days with the support of their Associate Teacher. It is expected that pre-service teachers will demonstrate ongoing professional organisation of evidence based learning and critical reflection in their Professional Experience Folders. Prior to your block placement, continue to read and research children’s learning and development from a variety of diverse perspectives and collate potential resources. This will strengthen your knowledge and confidence in planning experiences and taking some responsibilities for managing program implementation. Ensure that the Record of Attendance for the Block Placement (refer Appendix 1) is competed each day. The following tasks are highlighted for completion over the three week block. 1. Observations of your focus children Pre-service teachers, are required to make ongoing observations of their focus children for her/his strengths, interests and emerging development using a range of observation formats. Pre-service teachers are required to complete 4 observations of each focus child per week of the block placement. By the end of the block period, pre-service teachers must have completed, as a minimum 36 observations of their focus children. An analysis of each observation is required (including references to VEYLDF or EYLF) and implications for planning. 2. Consolidating and extending program planning for children First week: Plan at least 4 learning experiences, then implement these with individual or small groups of children, including your focus children and evaluate with reference to the VEYLDF or EYLF. Ensure that you include at least one large group experience such as reading or telling a story, a music/movement session, a discussion group about a topic of interest, a puppet play, a singing game etc. Remember to consider relevant group management strategies and be guided by the Associate Teacher’s approaches.

Second week: Plan at least 4 learning experiences, then implement these with individual or small groups of children, including your focus children and evaluate with reference to the VEYLDF or EYLF. Again, include at least one large group experience. Third week: At the end of the second week or the very beginning of the final third week it is essential that you work collaboratively with your Associate Teacher to plan and implement the full week’s program. Also, discuss with the Associate Teacher your program planning for two days that you will lead during the final week with support from your Associate Teacher. Your planning will include all indoor and outdoor experiences, group times, routines and transitions and it is your role to plan, organise, implement and evaluate the two days. Remember – do not implement any planned experience without first discussing it with the Associate Teacher. You must discuss your ideas during your discussion/planning times. 3. Building family and community partnerships In addition to building professional relationships with the families of the three focus children, implement a parent communication strategy during the block placement such as writing an item for a newsletter/daily reflection or preparing a poster/display. Ensure this is discussed with your Associate Teacher prior to implementation. Record any responses to your strategy and evaluate the success or otherwise.


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4. Demonstrating group management skills in the daily routines and transitions of the program In consultation with your Associate Teacher throughout the block placement regularly take the lead with various daily transitions and routines such as such as snack time or arrivals time. Evaluate your developing skills in your reflective journal as the placement progresses and take increasing initiative as supported by your Associate Teacher. 5. Continuing a reflective journal Pre-service teachers are required to complete at least two journal entries per week in this block. Each entry will be a minimum of one A4 typed page. Journal entries are more than simply describing what pre-service teachers participated in during the day. Entries should discuss, question, analyse, explore, suggest, review and reflect upon pre-service teacher experiences, thoughts, ideas, responses and learning during their placement. The focus of these Block Placement reflections should demonstrate how the pre-service teacher has developed over the single days and block placement. This should include the following: • How you are developing as an early childhood professional? • How you describe links between theory, practice and your philosophy statement? • What areas you personally identify as professional challenges? On completion of your block placement, you will have included these additional six reflective journal entries in your Professional Experience Folder. Make sure you indicate the date of your entry and that the reflections relate to your block placement – so that your Associate teacher can see your development (over your single days and your block placement) as a reflective practitioner and beginning early childhood professional during the semester.

5. Ongoing evidence of addressing learning outcomes Each day, continue to record in your Professional Experience Folder your participation in the program as dated entries to provide evidence of meeting the learning outcomes (refer page 4). Ensure that you include the day and date for each one, along with a heading showing that this is related to your block placement rather than your single days. Also, cross reference to plans, observations or reflective journal entries as relevant. 6. Ongoing collation of resources Pre-service teachers are required to continue to add to the resources they have been collecting during the single days. This might include titles of children’s books (factual and story books), digital texts, poems, rhymes etc., artefacts or props that support and extend children’s interests, resources relevant to various curriculum areas including early childhood literacy, numeracy, science and creative arts etc.


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APPENDIX 1 RECORD OF ATTENDANCE

Day 1 Date: Arrive: Depart:

























Total number of days attended: ________ This is a true and accurate record of the attendance (equivalent to 7.5 hour shift per day) of ___________________________ (print pre-service teacher name) for the above placement Pre-Service Teacher signature: _____________________________ Date: _______________ Associate Teacher signature: ____________________ Date: _______________


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APPENDIX 2 Student Declaration on Professional and Ethical Practice (To be kept in Professional Experience Folder with a copy given to Associate teacher, Room Leader or Service Director) I, ______________________________ Student Number: ________________ (Print name) am enrolled in the Bachelor of Education (Early Childhood/Primary) at Australian Catholic University (ACU). I undertake to be professional and ethical in all my interactions and work with children and families. In all my professional experience activities in educational and community settings I will:

• Always interact with all children, staff, families and university advisors in a professional and ethical manner

• Act in accordance with the Early Childhood Australia Code of Ethics • Complete a Working with Children Check as required by ACU. • Attend Orientation to Professional Practice Training as required by ACU. • Take responsibility for being familiar with all university policies and requirements • Ensure that my Supervising Staff have received all the relevant written materials associated with my

Professional Experience placement • Undertake formal observations, documentation and planning only with children who wish to

participate and for whom: - a parent/guardian has given permission - setting staff have given approval

• Maintain full confidentiality at all times in recording and reporting observations of experiences and in developing learning plans by:

- only using children’s first name/s, therefore not identifying the child, family or setting in written work to be presented at the university

- immediately stopping written records if a child refuses permission at any time - only making assignment/written work available to setting staff and my university lecturers - only using identifiable photographs or DVD recordings for assignment/service/classroom

purposes with the prior written permission of the child/children’s parent/guardian Pre-service Teacher Signature: _______________________ Date: ______________


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APPENDIX 3

INSURANCE STATEMENT 12 August 2013

To Whom It May Concern:

‘Employers those who provide industry experience for students of Australian Catholic University’ The purpose of this letter is to advise organisations who provide unpaid industry experience to students of Australian Catholic University in relation to course requirements, that the following insurance covers have been arranged by the University with Catholic Church Insurances Limited at Level 1, 45 Clarence Street, Sydney NSW 2000, Australia:

1. Public Liability Insurance (worldwide Except for US & Canada)

Policy Number: 02.PLG. 0102913 Period of Cover 31/10/2013 to 31/10/2014

2. Students Work Experience Personal Accident Insurance (Worldwide) Policy Number: 02.PAE. 110727 Period of Cover 31/10/2013 to 31/10/2014

3. Professional Indemnity Insurance (Australia & New Zealand) Policy Number: 02.PRS. 0126023 Period of Cover 31/10/2013 to 31/10/2014

The University and its students have cover for claims subject to the The Personal Injuries Proceedings Act 2002 (Qld) and this is in the form of public liability and professional indemnity insurance. I can be contacted on (02) 9739 2903, if you require further information.

John Ryan Director of Finance


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APPENDIX 4

RISK MANAGEMENT PLAN

This Risk Management Plan is the School of Education’s endeavour to provide guidelines for the School of Education’s partnership with the four following groups. These four groups are:

1. Directors/Coordinators/Student Teacher Coordinators 2. Associate Teachers (includes early childhood, primary and secondary) 3. Children (0-5)/school pupils/students 4. Pre-service teachers (includes early childhood, primary and secondary)

1. Service Director/Coordinators

The School of Education aims to: • ensure that correct procedures are followed by the University when contacting the practical

experience early childhood service/centre/kindergarten. The Director/Coordinator is normally the first point of contact for arranging placements and he/she should be provided with all necessary documentation.

• provide assistance and support to the Director/Coordinator when required/requested. 2. Associate Teachers

The School of Education aims to:

• ensure that Associate teachers are provided with detailed documentation concerning their rights and responsibilities for supervising pre-service teachers according to the level of their teaching and learning practical experience.

• ensure that the pre-service teacher assigned to the Associate Teacher has had the opportunity to develop interpersonal skills appropriate to the pre-service teacher’s age and level of teaching and learning experience.

• provide appropriate support for the Associate Teacher from the University Professional Experience Office and the University Supervisor.

3. Children (0-5)/school pupils/students:

The School of Education aims to:

• ensure that pre-service teachers have valid “Working with Children Checks” (WWCC) for early childhood settings/Victorian schools and valid National Police Checks for teaching in early childhood settings/Victorian schools within Australia or overseas. These WWCC/police checks must be sighted and authenticated before pre-service teachers will be permitted to undertake their Professional Experience in early childhood settings and Victorian Primary schools. Pre-service teachers must carry their WWCC/police checks at all times when working with children.

• ensure that pre-service teachers have had the opportunities to be well prepared with the academic knowledge and professional skills required for inclusive teaching in early childhood settings and relevant to their level of teacher education.

• ensure that pre-service teachers have had the opportunities to develop interpersonal skills appropriate to their age levels and level of teaching and learning experience.

• ensure that pre-service teachers are well briefed concerning their rights and responsibilities in dealing with children (0-5)/school pupils/students.

• ensure that pre-service teachers are de-briefed effectively following their professional experience placements.


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• provide the pre-service teachers with time for oral and written reflection and evaluation following their professional experience placements, apart from the required reflection and evaluation during their professional experience placements.

4. Pre-service teachers

The School of Education aims to

• ensure pre-service teachers have valid “Working with Children Checks” (WWCC) for teaching in early childhood services/Victorian schools and the necessary and appropriate police checks for teaching interstate and overseas. These WWCC/police checks are sighted and authenticated before pre-service teachers will be permitted to undertake their Professional Experience in early childhood settings and schools. Pre-service teachers must carry their police checks at all times when working with children.

• ensure that international pre-service teachers have obtained the relevant police check from their home country and from any other country/ies where they have been domiciled for twelve months or more for the last ten years. These police checks are sighted and authenticated before pre-service teachers will be permitted to undertake their Professional Experience in early childhood settings and schools. Pre-service teachers must carry their WWCC/police checks at all times when working with children.

• ensure the physical, mental and social wellbeing of pre-service teachers. The University provides an emergency contact form for each pre-service teacher to include relevant, confidential details. This form may be lodged with the appropriate staff at the setting/school of practical experience and used in time of necessity.

• provide the pre-service teachers with opportunities to obtain the necessary academic and professional preparation in relation to their level of teaching and learning experience.

• provide opportunities for briefing sessions which outline the rights and responsibilities of pre-service teachers appropriate to their level of teacher education and practical experience.

• provide opportunities for de-briefing for pre-service teachers following their professional experience placement.

• provide opportunities for both oral and written reflection, following their professional experience placement.

• provide University support for pre-service teachers when needed/requested, during their professional experience placement.

• use the Professional Experience Report Forms to assist pre-service teachers with their professional development.

• schedule review meetings for pre-service teachers who are deemed ‘at risk’ of failure during and following the professional experience placement and at other times as required.

• ensure that appropriate insurance cover is in place for pre-service teachers when in authorised professional experience settings.


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APPENDIX 5

Melbourne Campus (St Patrick’s) Locked Bag 4115 Fitzroy 3065 Ph: 9953 3193 Fax: 9495 6149 Email: [email protected]

Faculty of Education and Arts (Vic)

PROFESSIONAL & COMMUNITY EXPERIENCE PROGRAM REPORT FORM

Bachelor of Education (Early Childhood and Primary)

Unit EDFX215 Pre-service Teacher: Pre-service Teacher ID: Early Childhood Service/Centre/Kindergarten: Suburb/Town: Associate Teacher:

Date: From / / To: / / Age Group:

PROFESSIONAL EXPERIENCE: 3-5 YEARS In this second professional experience placement, each pre-service teacher is expected to work progressively towards achievement of the following learning outcomes. At the completion of this unit pre-service teachers will be able to:

1. Identify the characteristics of effective contemporary early childhood settings for 3-5 year olds 2. Apply the transition from student to early childhood educator, teacher and carer 3. Apply theoretical information discussed in lectures to the practical setting of the early childhood

setting 4. Interact effectively with children, colleagues and families 5. Become aware of and implement a range of strategies for teaching and learning relevant to the early

childhood context 6. Extend a collation of practical teaching resources, including relevant literature, references,

educational games, kits, teaching schemes, audio-visual equipment and educational toys 7. Observe specific features of early childhood setting interactions including, children, families and

colleagues 8. Gain information concerning organisational aspects of the early childhood service. 9. Demonstrate skills of observation, planning and documentation of play and learning experiences and

emergent curriculum. 10. Communicate and interact professionally with others.

This report is a diagnostic instrument used to assist the pre-service teacher’s professional

development. It has not been written as a reference.

Ballarat Campus (Aquinas) PO Box 650

Ballarat 3353 Phone: 5336 5428 Fax: 5336 5325

Email: [email protected]




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PROGRESS REPORT – FORMATIVE EVALUATION Please complete this report, during Weekly visits 5-6, with the aim of reinforcing observed strengths and setting specific and realistic areas of focus in relation to the listed Learning Outcomes for the remainder of the professional experience. Thank you for your timely and considered feedback. STRENGTHS:

AREAS TO FOCUS ON: Associate Teacher Name: Date: / /

Signed (Associate Teacher): Date: / /

Pre-service Teacher Name: Date: / /

Signed (Pre-service Teacher): Date: / / END-OF-PROFESSIONAL EXPERIENCE REPORT

SUMMATIVE EVALUATION TO BE COMPLETED DURING THE LAST WEEK OF THE PROFESSIONAL EXPERIENCE PLACEMENT

Strengths identified in Progress Report effectively maintained and areas to be focused on improved to a satisfactory level.

OUTCOMES (As listed on p.1 of this report) DESCRIBE LEVEL OF ACHIEVEMENT

PROFESSIONAL QUALITIES, SKILLS AND ATTITUDES Reflecting Learning Outcomes:

2. Apply the transition from student to early childhood educator, teacher and carer 4. Interact effectively with children, colleagues and families 8. Gain information concerning organisational aspects of the early childhood service 10.Communicate and interact professionally with others.

The Pre-service Teacher demonstrates professional qualities, skills and attitudes in the following ways: Co-operation with service staff; punctuality and notification of absences; responsible work habits; responsive to constructive feedback and demonstrates self-reflective skills; communicates professionally; maintains effective current documentation including a situation analysis; and, overall demonstrates a professional manner.

The Pre-service Teacher demonstrates effective interactions with children, colleagues and families such as responsiveness, understanding of other’s needs and perspectives and respect for diversity.


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The Pre-service Teacher demonstrates an ethical awareness of his/her roles and responsibilities in the field, in relation to children, families, service educators, visitors and the wider community.

PROFESSIONAL SKILLS FOR TEACHING AND LEARNING Reflecting Learning Outcomes:

1. Identify the characteristics of effective contemporary early childhood settings for 3-5 year olds 3. Apply theoretical information discussed in lectures to the practical setting of the early childhood setting 5. Become aware of and implement a range of strategies for teaching and learning relevant to the early childhood context 6. Extend a collation of practical teaching resources, including relevant literature, references, educational games, kits, teaching schemes, audio-visual equipment and educational toys 7. Observe specific features of early childhood setting interactions including, children, families and colleagues 9. Demonstrate skills of observation, planning and documentation of play and learning experiences and emergent curriculum.

In interacting with children, the Pre-service Teacher engages in clear, unambiguous communication and demonstrates pedagogical strategies including positive reinforcement and positive guidance and effective group management skills.

The Pre-service Teacher has developed professionally collaborative and nurturing relationships with children both as individuals and in small groups; demonstrates relationship building skills such as responsiveness to children’s questions and listening to and building on children’s responses in appropriate ways.

The Pre-service Teacher’s observations and documentation of children’s learning reflects awareness of family, community and cultural contexts, focusing on children’s strengths, skills and interests as contexts for learning.

The Pre-service Teacher is able to identify the knowledge, skills and concepts being promoted through planned and spontaneous play experiences; is able to plan, implement and evaluate experiences based on observations; employs varied planning approaches with particular emphasis on the active engagement of children and use of relevant and creative resources.

The Pre-service Teacher demonstrates reflective practice through seeking constructive feedback, writing critically reflective journal entries, selecting resources for his/her professional folder and engaging in discussion that demonstrates consideration of relevant theoretical knowledge.


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Associate Teacher's Overall Comments

Any recommendations for the Pre-service Teacher in regard to ongoing development of professional and teaching skills

Pre-service Teacher’s Review Comments

RECOMMENDED GRADE FOR THIS PLACEMENT

PASS FAIL As this is the Pre-service Teacher’s second supervised experience in an early childhood setting, how would you rate this Pre-service Teacher’s performance on a scale of 1 – 7? NOTE: A score of 3.5 or less on the scale of 1 – 7 constitutes a FAIL (NN) grade (Please circle). To receive a PASS (PA) grade for this placement a pre-service teacher would need to consistently demonstrate the Learning Outcomes identified above.

(Low) 1 2 3 4 5 6 7 (High)

No. of days PRESENT (out of full 25 days)

No. of days ABSENT

Associate Teacher Name: Date: / /

Signed (Associate Teacher): Date: / /

Pre-service Teacher Name: Date: / /

Signed (Pre-service Teacher): Date: / / It is the responsibility of the Pre-service Teacher to keep a copy of this form and return the

original to the Professional & Community Experience Office on the appropriate campus immediately after the placement.

[This form remains the property of the University]

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