Outcomes of the internship

The exact nature, activities and emphasis within each internship will vary according to the context, resources and expertise of a school and its staff, as well as the experience, qualities and aspirations of the intern. The details of each internship can be negotiated by the placement school and intern with the University, often through conversations with the University’s Tertiary Mentor. Across the six- or nine-week period of an internship, the following expectations generally apply:

  • Stage 1 – Weeks 1 and 2 – Orientation to school and class, establishment of co-teaching and progressive uptake of internship responsibilities. Intern will assume increasing responsibility for teaching up to 0.6 load. Mentor teacher will be guiding and assessing informally against the AITSL illustrations of practice at graduate level and as well as the relevant Internship Report form [report for Early Childhood programs (interactive pdf, 415kB) or reports for all other programs (interactive pdf, 654kB)]. This stage gives the opportunity for the intern to demonstrate the level of teaching capacity required for undertaking an internship within the context of the placement school. During this stage the mentor teacher needs to confirm the intern’s capacity to assume the level of responsibility expected. Note: Should the mentor teacher assess that this level is not being reached, contact should be made with the Director of Professional Experience who may advise that "Student in need of additional support" procedures be commenced.

  • Stage 2 – Weeks 3–9 (MTeach); Weeks 3–6 (BEd) – Intern to assume teaching responsibility at a 0.6 level across this period of the internship. Planning, in particular for extended units of work, needs to be undertaken in collaboration with the mentor teacher. Clear assessment strategies need to be incorporated so that interns experience the full assessment cycle, including analysis and reporting of assessment results. Interns need to be part of stage and whole-school planning and working groups as much as possible and to take responsibility within a broad range of whole-school programs. Interns need to provide evidence of consistent evaluation of their teaching practice and practical responses to this professional reflection. They should be developing an awareness of how their teaching and the life of the school interacts within broader spheres of influence including the community as well as institutional bodies.


Expectations

At the conclusion of the internship, BEd and MTeach candidates should have satisfactorily completed an intensive period of in-school experience that effectively inducts them into the nature, structure and organisation of schools (or other approved educational institutions) and the work, roles and responsibilities of teachers, so they are able to demonstrate the practical consolidation of the graduate-teacher level of the Australian Institute for Teaching and School Leadership Professional Standards for Teachers that they have previously been assessed as meeting.

Throughout the internship, they are expected to:

  • develop awareness, understanding and capacity in the specific roles and responsibilities of a teacher in their subject specialisations and, as far as possible, to effectively participate in these roles and responsibilities

  • understand through an intensive experience the nature of schools as workplaces and their associated values, routines and cultures

  • further develop and refine their skills and professional capacity for classroom teaching in their subject specialisation, including those involving student management, pastoral care and relationships with parents/guardians and the wider community

  • demonstrate the ability to plan, implement, and evaluate effective teaching and learning strategies well grounded in education research and state and system policy frameworks

  • demonstrate the ability to assess and report on student achievement

  • demonstrate an understanding of professional and ethical practice

  • develop an awareness of other people in the school and the community whose work supports the classroom teacher, and their roles and responsibilities, for example, assistant principal, faculty head, librarian, school counsellor and specialised support teachers.


In addition, MTeach candidates will:

  • undertake a Professional Research Project (EDMT6012) focused on their own practice and professional development (as approved by the University and the school) and need to be released from school teaching responsibilities on four occasions to participate in the research workshops. Workshop dates: July 27, August 10, August 25 and September 7 (Fridays 1–3pm)

  • participate in special education workshops as part of the Post-Internship Conference.

BEd (Primary) interns will undertake an Action Learning project concurrently with their internship as an assessable component of the unit Professional Experiences 4 (Primary) (EDUP 4017).