CQUniversity Embedded Professional Learning 4 Primary/EC

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CQUniversityEmbedded Professional Learning
4Primary/EC

• Putting it all together

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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?

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What might be in your teachers kit of the best
ideas ever?

• http//www.youtube.com/watch?v6-q-o388Zhg (100
  ways to show children you care for parents, but
  much is of relevance to teachers)

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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.

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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).

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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

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EPL 4 - 4 week block

• Planning and engaging in all aspects of the
  Learning Managers 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

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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)

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ILP in QCT areas

• Teaching learning
• Relationships
• Reflective practice professional renewal
• Be specific, make strategies achievable. (2-3
  points each category)

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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

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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?

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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!

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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

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If you know where youre 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.

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E.g. of part of a term plan
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Classroom Management Plan

• Should complement the School Behaviour Management
  Plan build on work with Essential Skills
• Its about thinking through specific strategies,
  having a range of strategies and practicing them
  so you dont get lost in the heat of the moment
• Its about a staged approach all the different
  things you can do before reaching corrective
  strategies

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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

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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

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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

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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 youre 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)

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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

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What they are not?

• Internal relief
• An extended supervised practicum
• Teacher aide in the classroom
• 100 classroom responsibility

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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

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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.

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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.

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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

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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

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What to do if

1. You are unable to attend for the day due to
   legitimate reasons
2. You need to leave during the day for legitimate
   reasons
3. You feel you are being requested to do too much
   teaching
4. You encounter adverse feedback from a parent

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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?

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Assessment- Internship

• Mentor teacher verification - completed by Mentor
  after viewing/discussing interns report.
• Statement of completion signed by Mentor
• University signs off copy of your report must
  be sent in with the reporting booklet

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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.

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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 well send them out)
• Downloaded QCT registration information
• Downloaded DET other employment application
  booklets and forms for Mentors/referees to
  complete.

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Get ready for the final leg of this journey!