CQUniversity Embedded Professional Learning 4 Primary/EC

1. CQUniversityEmbedded Professional Learning 4Primary/EC Putting it all together

2. 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’?

3. What might be in your teacher’s kit of the best ideas ever? http://www.youtube.com/watch?v=6-q-o388Zhg (100 ways to show children you care – for parents, but much is of relevance to teachers)

4. 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.

5. 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).

6. 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

7. EPL 4 - 4 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

8. 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 • A unit plan (and other levels of planning) • Professional Review (summative report)

9. ILP – in QCT areas • Teaching & learning • Relationships • Reflective practice & professional renewal • Be specific, make strategies achievable. (2-3 points each category)

10. Still reflecting & building your professional portfolios • 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

11. 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?

13. 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 (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!

14. Term planning – engaging in different levels of planning • Teachers engage in long, mid and short term planning – you need experience in all these levels • Long term plans – School Curriculum Plan, Year Plan, Semester or term plan, unit plan • Term plan – so you know the scope of the learning intentions for the whole of the planned curriculum (for the 10 weeks) and know what kind of data you need to collect

15. 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.

16. E.g. of part of a term plan

17. 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

18. 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

19. 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

20. 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

21. What you need to do (when booklets arrive) • 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)

22. 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

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

24. 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

25. Eligibility for Internship • Satisfactory completion of all required University courses (apart from Professional Skills in a Contemporary World) - if a result for course is a Fail or Incomplete you will be withdrawn from the Internship.

26. 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.

27. Important points • Email 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

28. 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

29. 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

30. 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?

31. 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

32. 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.

33. 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 and forms for Mentors/referees to complete.

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