General expectations

All preservice teachers are expected to demonstrate progressive development within the domains of professional knowledge, practice and commitment. As such they are expected to be familiar with the sequence and details of the Professional Experience components within their teacher-education course, including criteria for assessment.

Students enrolled in early-childhood programs can access the Professional Experience Report (pdf, 3.11MB) to find the areas that are assessed during their Professional Experience placements.

Students enrolled in all other teacher-education programs can find their assessment criteria under the relevant menu of the Professional Experience Forms section. In each of these designations, students are assessed during every Professional Experience in terms of how far they have progressed towards meeting the expected Graduate Teacher career-stage level of the National Professional Standards for Teachers, as published by the Australian Institute for Teaching and School Leadership (AITSL). The names of these standards are:

  • Standard 1: Know students and how they learn

  • Standard 2: Know the content and how to teach it

  • Standard 3: Plan for and implement effective teaching and learning

  • Standard 4: Create and maintain supportive and safe learning environments

  • Standard 5: Assess, provide feedback and report on student learning

  • Standard 6: Engage in Professional Learning

  • Standard 7: Engage professionally with colleagues, parents/carers and the wider community.

For the convenience of supervising teachers in primary and secondary school settings, the faculty provides an Evidence Guide (pdf, 160kB) to be used in conjunction with both the Professional Experience Report: Non-Graduate Preservice Teacher (pdf, 173kB) and Professional Experience Report: Graduate Preservice Teacher (pdf, 251kB). It has been structured to align with the Australian Professional Teaching Standards for the Graduate Teacher.

The Professional Experiences Report forms associated with the DipEd(Aboriginal) and BEd(Sec:AbStudies) differ from those of other primary and secondary preservice programs. They can be found under the relevant menu in the policy and forms section.

For each area listed on primary or secondary preservice Professional Experiences Report Form that relates to one of the first five AITSL standards, an explanatory statement is provided that indicates the level of skill expected of preservice teachers during their "first", "middle" and "graduating" Professional Experiences. These statements are provided to assist cooperating teachers in the reporting process as well as in guiding preservice teachers’ learning. They are intended as a guide only, and should not be assumed to be definitive, prescriptive or necessary in all circumstances.

Because preservice teachers are expected to exhibit ongoing professional growth as they progress through their programs, some criteria in the Evidence Guide (pdf, 160kB) will only be present in the first- and middle-stage Professional Experiences. As well, the University's programs assume a model that provides for the progressive development of preservice teachers during in-school professional-experience activities. Thus:

  • Preservice teachers early in their programs focus on Standards 1–5 during their Professional Experience placements.

  • Standards 6 and 7 will have more relevance for preservice teachers in the final/graduating Professional Experience, as well as during their Internship.

All preservice teachers are expected to observe and be involved in whole school activities when undertaking Professional Experience. They should also gradually assume a wide range of activities designed to introduce them to broader roles of teachers in schools and schools in the community. This is particularly relevant for the final/graduating Professional Experience.


Ethical considerations

Appropriate professional behaviour is an assessable expectation of any Professional Experience.

Professional Experience requires preservice teachers to work closely with students, teachers and school communities. At all times ethical principles need to guide their practice, in particular:

  • Respect for persons: Preservice teachers must respect the rights and beliefs of individuals. For example, they should not make public judgements about the physical appearance or intellectual abilities of students in classes and they should apply appropriate cultural sensitivities. A guiding principle in all their interactions with other people in the Professional Experience should be respect for the dignity and well-being of others.

  • Privacy and confidentiality: Preservice teachers are required to maintain confidentiality and discretion with respect to information and opinion regarding students, teachers, the school or centre's business as well as parents/caregivers and relevant community members.