Supplementary placements

BEd (Secondary:Aboriginal Studies) program only

The NSW Education Standards Authority (NESA) requires a minimum number of 80 days of Professional Experience (PE) in 4–5 year teacher-education programs, including the BEd (Sec:AbStud).

As part of their course structure, preservice teachers undertaking the Bachelor of Education (Secondary: Aboriginal Studies) complete 15-days' PE in Year 2; 25-days' PE in Year 3 (Professional Practices 2); and 30-days' PE in Year 4 (Professional Practices 3).

The balance of 10 days (minimum 20 hours) required for accreditation at a teacher must be accrued over years 3 and 4 of the BEd (Sec:AbStud) program, either through Recognition of Prior Learning or by completing independently, the Workplace Training/Service Learning Experience.

Documentation of these supplementary placements requires preservice teachers to submit a proposal to the Office of Professional Learning (OPL) for approval of one of the following during their first semester of study for the BEd (Sec:AbStud), before the final day of their third Block Study.

The submission will be assessed by the preservice teacher's tertiary mentor as well as the lecturer for Professional Practices 2 (KCSE3201) or Professional Practices 3 (KCSE4201) (or their nominee).


Recognition of Prior Learning (RPL)


Criteria used in assessing submissions for RPL

Preservice teachers will need to fulfill the following criteria for RPL, based on a minimum of two years experience in full-time or equivalent employment:

  • delivering workplace training
  • working in specific education settings such as schools, as an Aboriginal Education Officer, in-class tutor or similar role
  • working in community-based activities that have involved the preservice teacher in substantial training, project management, and/or leadership roles or activities.

Evidence for RPL application

Preservice teachers will complete the Recognition of Prior Learning Form (pdf, 346kB) documenting a minimum of 20 hours of instruction/lesson, program or initiative that would include:

  • detailed description of the role employed in (250 words)
  • description of an example of a program or initiative implemented as part of the nominated role and clearly indicating aims/objectives, outcomes, content, implementation (including any relevant timelines), assessment, evaluation of program (500 words)
  • reflection detailing the connection between experiences in this role and the professional role of a teacher. Refer to the National Professional Standards for Teachers (750 words)
  • brief report from the workplace supervisor or equivalent line manager in the agency verifying your role in the program/initiative as part of a prior-learning experience.


Workplace Training or Service Learning Experience


Roles and responsibilities

In cases where policy and procedure are clearly aligned between Professional Experiences arranged as part of a unit of study and Workplace Training/Service Learning Experience, the roles and responsibilities of all parties will be the same, however, below are specific roles and responsibilities of all stakeholders in the Workplace Training Program or Service Learning Experience.

The University, through the tertiary mentor, will:

  • liaise and provide guidance for preservice teachers in the development of their proposals for Workplace Training or Service Learning Experience
  • liaise with agencies identified by the preservice teacher when required
  • assess preservice teachers proposals and provide opportunities for alternative proposals to be considered
  • evaluate the quality of the Workplace Training or Service Learning Experience in terms of meeting the needs of preservice teacher's growth towards Graduate Teacher status
  • provide guidance to the workplace supervisor, when requested, in completing the Workplace Supervisor Report (pdf, 347kB)
  • complete the Tertiary Mentor's Report for Workplace Training (pdf, 416kB) to evaluate the preservice teacher's participation in the Workplace Training or Service Learning Experience.

The agency, through the Workplace Training or Service Learning Experience supervisor, will:

  • identify appropriate opportunities for the preservice teachers to implement their Workplace Training or Service Learning Experience
  • liaise with the preservice teacher and University staff where applicable
  • provide regular supervision including constructive feedback to the preservice teacher with the view to professional growth
  • provide adequate workspace, support and resources necessary to enable the preservice teacher to implement their Workplace Training or Service Learning Experience
  • consult with the preservice teacher, to complete the Workplace Supervisor Report (pdf, 347kB) evaluating their participation in the Workplace Training/Service Learning Experience.

The preservice teacher engaged in the Workplace Training or Service Learning Experience will:

  • liaise with the agency and their tertiary mentor to ensure program approval and implementation, including confirmation of dates, times, location and participants
  • implement the approved program in a professional manner, ensuring appropriate communication with the Workplace Training or Service Learning supervisor
  • ensure that the Workplace Training/Service Learning Experience accounts for the needs of all participants to provide respectful relationships and authentic, engaging learning experiences
  • submit a Workplace Training/Service Learning Experience Proposal Form (pdf, 349kB) for assessment and approval by the tertiary mentor
  • continually reflect on, and evaluate the Workplace Training/Service Learning Experience and its implementation with a view to ongoing professional growth and commitment, including identification of the experience’s value to professional development as a graduate teacher.

Grades for Workplace Training/Service Learning Experience

The Workplace Supervisor Report (pdf, 347kB) is completed in consultation with the preservice teacher and is part of ongoing discussion and feedback.

The way the report is written should support the assessment that is to be recommended and, where possible, incorporate the actual words of the relevant criteria. Before writing the report, and indeed during the Workplace Training or Service Learning Experience, supervisors should note the Evidence Guide for Workplace Training/Service Learning Experience (pdf, 103kB). The final report must be signed as indicated before being forwarded to the university.

Preservice teachers completing the Workplace Training/Service Learning Experience will receive a final grade of either "S" (satisfactory) or "U" (unsatisfactory).

To be considered satisfactory, preservice teachers must meet the requirements as set out in the Workplace Supervisor Report (pdf, 347kB).

Preservice teachers who receive an grade of "unsatisfactory" who wish to appeal must do so in accordance with Academic Board resolutions. Information about the appeals process is published as Resolutions of the Senate and the Academic Board (Student appeals against academic decisions) and related information published by the Student Affairs Unit.