Third & final year students

2. Third & final year students EPL 3 – Session 1 Review work experience & EPL expectations

3. EPL Sessions on campus this year • What we need to do • Ensure everyone is clear on expectations and requirements • Share and build strategies • Prepare for placements and the transitioning to the workplace & employment

4. Work Experience 2009 • How did it go? • What did you learn?

5. Remember last year I asked you to consider the following… It’s all about you AND It’s not about you How did that play out???

6. Metaphor reflection Strategy sharing using placemats Reflective activities Reflect: How could you use these strategies in a classroom context? Have you got somewhere you document and record good strategies?

7. “It’s a big thing to hand your class over to someone else. You really have to trust them. I won’t do it unless the student proves to me they have what it takes.” “Our parents are quick to complain if they’re not happy. Your students need to get out of the class and forge those relationships with parents … but they also need to be careful what they say to parents too.”

8. EPL Requirements • Appropriate progress during daily visits and the three week continuous block Professional Folder/Teaching Log (Reflections) as part of a. • Final Year Toolkit • Individual Learning Plan • Planning and Teaching for Success –Planning and implementing a (trans-disciplinary) unit of work

9. Unit & Curriculum planning • Find out what school has done in the past – you need to work within their parameters but ‘value add’ • Go back to Essential Learnings & syllabus documents yourself • Check the QCAR assessment bank • Use uni template or school templates (perhaps adapt to suit our requirements) • When you are clear on the curriculum intent, and assessment outcomes, learning journey becomes clearer • Other levels of planning all need to keep revisiting ‘learning intent’ – don’t fall into ‘activity teaching’

10. Overall this term • Continually reflect on your own practice • Observe and reflect on the practice of others • Continue to build your repertoire of skills and knowledge • Have a range of strategies to use when planning pedagogy and enacting it • Find your own ‘teacher’ voice and presence in context of that classroom/with that teacher

11. Messages for the start of the year • Map everything you need to do and put it on a physical planner • Ensure you communicate clearly with your Mentor – don’t rely on texting or email if you can’t make it • Work out your days and what you commit to and stick with them (don’t say I’m coming every week, then stop going when assignments come in)

12. Positive professional relationships with mentor teachers • Even if their style is not your own • It is their class • They are still establishing themselves with the class & parents • You need to earn their trust • You need to demonstrate your competency and commitment • You often need to ‘prove’ yourself before some teachers may be keen for you to ‘take risks’ and try something new or different

13. If things aren’t going well…what do you do? • Look at what you are doing – what’s working, what’s not working… list all options • Consider the other possible perspectives – how might someone else see it • You need to talk to your mentor teacher/LLM face to face • Make a specific time to meet, make notes if you’re nervous and rehearse what you might say • “When this happens… I feel….” • Let us know… (Teaching Schools Coordinator, Student Counsellor) • You can’t just withdraw (and expect to be placed elsewhere) without a debrief with the school • In most cases teachers say “I had no idea… she never said a word” • People dropping out damages our relationships with schools and future placements for other students – let’s work through possibilities first!

14. For next week • Bring in ILP form and reflections on previous experiences and feedback • Download and bring in a copy of the Queensland College of Teachers Standards • http://www.qct.edu.au/standards/index.html

15. Teachers we remember….