Primary school settings

Primary schools provide Professional Experience placements for preservice teachers enrolled in Year 2, Year 3 and Year 4 of the Bachelor of Education (Primary Education); both years of the Master of Teaching (Primary); either year of the Master of Teaching (School Counselling); and Year 1 of the Bachelor of Education (Secondary:Human Movement and Health Education). On this page, the Office of Professional Experiences has attempted to answer some of the questions asked frequently by supervising teachers associated with preservice teachers in some of these programs.


Bachelor of Education (Primary Education)

Second Year Professional Experience

Unit of study name: Professional Experiences 2 (Primary) (EDUP2010)

Q. When can my preservice teacher begin teaching?
A. 
As soon as you think they are ready, ensuring that they have adequate time in the first days of the placement to observe your teaching, classroom organisation and management.

Q. How many days are they here for?
A. 
15 days

Q. How much teaching should they do?
A. 
At least two lessons per day, initially with small groups, building to teaching a session with the whole class. Preservice teachers may work in pairs or individually. It is a good idea to give the preservice teacher/s sequences of lessons so they develop a learning-to-teaching cycle. A lesson in primary school can range from 30–60 minutes depending on the age of the students. A lesson can be developed for a small group, a large group or a whole class.

Q. What can I expect from my preservice teacher?
A.
 • sharing of their Professional Experience Profile (pdf, 68kB) during the preplacement visit
     • consistent punctuality and attendance on all days
     • daily written lesson observations of your teaching and of other teachers, or other preservice
       teachers, focusing on Standards 3 and 4 of the Graduate Teacher career-stage level of the
       National Professional Standards for Teachers, using the Lesson observation feedback
       form (editable pdf, 89kB) provided
     • completion (and submission) of all lesson plans at least one day in advance.

Q. What support is there from the University?
A. 
We concentrate our mentoring efforts on the first Professional Experience in each program. The tertiary mentor will meet with the supervising teachers one week before the placement and throughout as schedules permit. They will meet preservice teacher/s weekly in groups.

Q. What happens if things go wrong?
A. 
Inform your school's Professional Experience coordinator and the tertiary mentor. This will trigger a rigorous and transparent process that identifies the preservice teacher as being “In need of additional support”, commencing with the Need for additional support notification (pdf, 84kB). You (as the supervising teacher) will then meet with the allocated tertiary mentor and your preservice teacher to plan a course of action to support the preservice teacher.

Q. What curriculum methods have these preservice teachers studied?
A. 
Prior to EDUP2010, preservice teachers will have completed two units of study in mathematics, two in English and one unit in each of HSIE, creative arts, PDHPE, and science and technology.

Q. What school experience have they had?
A. 
Preservice teachers will have spent one day a week for eight weeks in a K–2 classroom.

Q. Who writes the report?
A. 
You do, as the supervising teacher. An editable pdf of the Non-graduating Preservice Teacher Professional Experience Report Form (editable pdf, 173kB) is available.

Q. How much written feedback am I required to give to my preservice teacher?
A. 
We realise that many teachers give excellent verbal feedback continuously to our preservice teachers. It is also good to have a written record of this feedback that is linked to the standards by which you will eventually have to judge the preservice teacher. An editable pdf of a Lesson observation feedback guide (editable pdf, 89kB) is available. Supervising teachers are encouraged to use the written feedback to inform the construction of the final report.

Q. What happens if my preservice teacher is sick?
A. 
The preservice teacher must provide documentation to the University and negotiate with you to make up any days missed due to illness or other misadventure. An editable pdf of a Negotiated make-up day form (pdf, 166kB) is available.

Q. How much support do I need to give with lesson design and preparation?
A. 
The preservice teacher should refer to the school’s scope and sequence and/or programs with regards to specific lesson content and ideas. All this must be performed in consultation with their supervising teacher. It is expected that all lesson plans will be submitted to the supervising teacher in hard copy for feedback and review, at least 24 hours before the lesson. The preservice teacher must use this feedback to enhance the implementation of the lesson.

Q. What assessment tasks is the preservice teacher required to complete?
A. 
The preservice teacher will identify four standard descriptors from Standards 3 and 4 of the Graduate Teacher career-stage level of the National Professional Standards for Teachers and, for each descriptor, discuss (citing examples and evidence), how they have addressed them during the Professional Experience they have undertaken with your class.

Third Year Professional Experience

Unit of study name: Professional Experiences 3 (Primary) (EDUP3007)

Q. When can my preservice teacher begin teaching?
A. 
As soon as you think they are ready.

Q. How many days are they here for?
A. 
20 days

Q. How much teaching should they do?
A. 
We expect Year 3 preservice teachers to teach:

  • Week 1 – minimum of two lessons a day (preferably in mathematics and English)
  • Week 2 – minimum of three lessons a day
  • Week 3 – minimum of four lessons a day (including sessions)
  • Week 4 – minimum of one full day.

It is a good idea to give the preservice teacher sequences of lessons so they can develop a learning-to-teaching cycle. A lesson in primary school can range from 30–60 minutes, depending on the age of the students. It can be developed for a small group, a large group or a whole class.

Q. What can I expect from my preservice teacher?
A.
 • sharing of their Professional Experience Profile (pdf, 68kB) during the preplacement visit
     • consistent punctuality and attendance on all days
     • daily written lesson observations of your teaching and of other teachers or other preservice
       teachers, focusing on Standards 1, 2 and 5 of the Graduate Teacher career-stage level of the
       National Professional Standards for Teachers, using the Lesson observation feedback
       form (editable pdf, 89kB) provided
     • completion (and submission) of all lesson plans at least one day in advance.

Q. What support is there from the University?
A. 
The tertiary mentor will visit twice during the placement. One of these will be a liaison visit and the other a visit where the mentor may observe a full lesson and discuss the feedback with the preservice teacher. The tertiary mentor will also welcome the opportunity to talk with you.

Q. What happens if things go wrong?
A. 
Inform your school's Professional Experience coordinator and the tertiary mentor. This will trigger a rigorous and transparent process that identifies the preservice teacher as being “In need of additional support”, commencing with the Need for additional support notification (pdf, 84kB). You (as the supervising teacher) will then meet with the allocated tertiary mentor and your preservice teacher to plan a course of action to support the preservice teacher.

Q. What curriculum methods have these preservice teachers studied?
A. 
By Year 3, preservice teachers will have completed five units of study dedicated to education; three units of study in each of mathematics, English, science and creative arts; two in HSIE and PDHPE; and one in each of Indigenous education, special education and multilingual education.

Q. What school experience have they had?
A. 
Preservice teachers will have had 23 days of in-school Professional Experience. You will be supporting your preservice teacher to meet the National Professional Standards for Teachers: Graduate Teacher stage for Standards 1, 2 and 5, which are the focus of this placement.

Q. Who writes the report?
A. 
You do, as the supervising teacher. An editable pdf of the Non-graduating Preservice Teacher Professional Experience Report Form (editable pdf, 173kB) is available.

Q. How much written feedback am I required to give to my preservice teacher?
A. 
We realise that many teachers give excellent verbal feedback continuously to our preservice teachers. It is also good to have a written record of this feedback that is linked to the standards by which you will eventually have to judge the preservice teacher. An editable pdf of a Lesson observation feedback guide (editable pdf, 89kB) is available. Supervising teachers are encouraged to use the written feedback to inform the construction of the final report.

Q. What happens if my preservice teacher is sick?
A. 
The preservice teacher must provide documentation to the University and negotiate with you to make up any days missed due to illness or other misadventure. An editable pdf of a Negotiated make-up day form (pdf, 166kB) is available.

Q. How much support do I need to give with lesson design and preparation?
A. 
The preservice teacher should refer to the school’s scope and sequence and/or programs with regards to specific lesson content and ideas. All this must be performed in consultation with their supervising teacher. It is expected that all lesson plans will be submitted to the supervising teacher in hard copy for feedback and review, at least 24 hours before the lesson. The preservice teacher must use this feedback to enhance the implementation of the lesson.

Q. What assessment tasks is the preservice teacher required to complete?
A. 
The preservice teacher will be required to collect teaching-and-learning artefacts and analyse these according to the professional Standards 1, 2 and 5 of the Graduate Teacher career-stage level of the National Professional Standards for Teachers.

Fourth Year Professional Experience

Unit of study name: Professional Experiences 4 (Primary) (EDUP4079)

Q. When can my preservice teacher begin teaching?
A. 
As soon as you think they are ready, but at least five whole class lessons in the first week.

Q. How many days are they here for?
A. 
14 days

Q. How much teaching should they do?
A. 
We expect that they progress from teaching 1–2 lessons a day in Week 1 to teaching for three full days during Week 3. It is a good idea to give the preservice teacher sequences of lessons so they can develop a learning-to-teaching cycle. A lesson in primary school can range from 30–60 minutes. It can be developed for a small group, a large group or a whole class.

Q. What can I expect from my preservice teacher?
A.
 • sharing of their Professional Experience Profile (pdf, 68kB) during the preplacement visit
     • consistent punctuality and attendance on all days
     • daily written lesson observations of your teaching and of other teachers or other preservice
       teachers, focusing on all National Professional Standards for Teachers using the Lesson
       observation feedback form (editable pdf, 89kB)
     • completion (and submission) of all lesson plans at least one day in advance.

Q. What support is there from the University?
A. 
The tertiary mentor will visit twice during the placement. One of these will be a liaison visit and the other a visit where the mentor may observe a full lesson and discuss the feedback with the preservice teacher. The tertiary mentor will also welcome the opportunity to talk with you.

Q. What happens if things go wrong?
A. 
Inform your school's Professional Experience coordinator and the tertiary mentor. This will trigger a rigorous and transparent process that identifies the preservice teacher as being “In need of additional support”, commencing with the Need for additional support notification (pdf, 84kB). You (as the supervising teacher) will then meet with the allocated tertiary mentor and your preservice teacher to plan a course of action to support the preservice teacher.

Q. What curriculum methods have these preservice teachers studied?
A. 
By Year 4, preservice teachers will have completed four units of study in each of mathematics, English, science and technology, and three each in creative arts, HSIE and PDHPE.

Q. What school experience have they had?
A. 
Preservice teachers will have had 43 days of in-school Professional Experience. It is important to note that you will be supporting your preservice teacher to meet the National Professional Standards for Teachers: Graduate Teacher stage by the end of the block placement. This means that they will be able to teach as a non-supervised intern in their next Professional Experience.

Q. Who writes the report?
A. 
You do, as the supervising teacher. An editable pdf of the Graduating Preservice Teacher Professional Experience Report Form (editable pdf, 251kB) is available.

Q. How much written feedback am I required to give to my preservice teacher?
A. 
We realise that many teachers give excellent verbal feedback continuously to our preservice teachers. It is also good to have a written record of this feedback that is linked to the standards by which you will eventually have to judge the preservice teacher. An editable pdf of a Lesson observation feedback (editable pdf, 89kB) is available. Supervising teachers are encouraged to use the written feedback to inform the construction of the final report.

Q. What happens if my preservice teacher is sick?
A. 
The preservice teacher must provide documentation to the University and negotiate with you to make up any days missed due to illness or other misadventure. An editable pdf of a Negotiated make-up day form (pdf, 166kB) is available.

Q. How much support do I need to give with lesson design and preparation?
A. 
The preservice teacher should refer to the school’s scope and sequence and/or programs with regards to specific lesson content and ideas. All this must be performed in consultation with their supervising teacher. It is expected that all lesson plans will be submitted to the supervising teacher in hard copy for feedback and review, at least 24 hours before the lesson. The preservice teacher must use this feedback to enhance the implementation of the lesson.

Q. What assessment tasks is the preservice teacher required to complete?
A. 
The preservice teacher will have completed a small investigation within an area of need that has been identified in their professional learning. It is envisaged that they will take this investigation into action in the classroom during Professional Experience.



Master of Teaching (Primary)

First Year Professional Experience

Unit of study name: Professional Experiences 1 (EDMT5503)

Q. When can my preservice teacher begin teaching?
A. 
As soon as you think they are ready, but at least one whole class lesson in the first week.

Q. How many days are they here for?
A. 
20 days

Q. How much teaching should they do?
A. 
We expect that they progress from teaching 1–2 lessons a day in Week 1 to some full days in Week 4. It is a good idea to give preservice teachers sequences of lessons so they can develop a learning-to-teaching cycle. A lesson in primary school can range from 30–60 minutes, depending on the age of the students. It can be developed for a small or large group, or a whole class.

Q. What should I expect from my preservice teacher?
A.
  • consistent punctuality and attendance on all days
     • daily written lesson observations (at least one per day) of your teaching and of other teachers
       or other preservice teachers, focusing on Standards 3 and 4 of the Graduate Teacher
       career-stage level of the National Professional Standards for Teachers, using the Lesson
       observation feedback form (editable pdf, 89kB)
     • completion (and submission) of all lesson plans at least one day in advance.

Q. What support is there from the University?
A. 
We concentrate our mentoring efforts on the first Professional Experience in each program. The tertiary mentor will meet with the supervising teachers one week before the placement and throughout as schedules permit. They will meet preservice teacher/s weekly in groups.

Q. What happens if things go wrong?
A. 
Inform your school's Professional Experience coordinator and the tertiary mentor. This will trigger a rigorous and transparent process that identifies the preservice teacher as being “In need of additional support”, commencing with the Need for additional support notification (pdf, 84kB). You (as the supervising teacher) will then meet with the allocated tertiary mentor and your preservice teacher to plan a course of action to support the preservice teacher.

Q. What curriculum methods have these preservice teachers studied?
A. 
Year 1 Master of Teaching (Primary) preservice teachers will have completed one unit of study in each of mathematics, English and HSIE.

Q. What school experience have they had?
A. 
Preservice teachers about to embark on their first extended Professional Experience placement will have had approximately three single days of school visits during earlier units of study.

Q. Who writes the report?
A. 
You do, as the supervising teacher. An editable pdf of the Non-graduating Preservice Teacher Professional Experience Report Form (editable pdf, 173kB) is available.

Q. How much written feedback am I required to give to my preservice teacher?
A. 
We realise that many teachers give excellent verbal feedback continuously to our preservice teachers. It is also good to have a written record of this feedback that is linked to the standards by which you will eventually have to judge the preservice teacher. An editable pdf of a Lesson observation feedback guide (editable pdf, 89kB) is available. Supervising teachers are encouraged to use the written feedback to inform the construction of the final report.

Q. What happens if my preservice teacher is sick?
A. 
The preservice teacher must provide documentation to the University and negotiate with you to make up any days missed due to illness or other misadventure. An editable pdf of a Negotiated make-up day form (pdf, 166kB) is available.

Q. How much support do I need to give with lesson design and preparation?
A. 
The preservice teacher should refer to the school’s scope and sequence and/or programs with regards to specific lesson content and ideas. All this must be performed in consultation with their supervising teacher. It is expected that all lesson plans will be submitted to the supervising teacher in hard copy for feedback and review, at least 24 hours before the lesson. The preservice teacher must use this feedback to enhance the implementation of the lesson.

Q. What assessment tasks is the preservice teacher required to complete?
A. 
The preservice teacher will be collecting evidence for a professional portfolio.

Second Year Professional Experience

Unit of study name: Professional Experiences 2 (EDMT6501)

Q. When can my preservice teacher begin teaching?
A. 
As soon as you think they are ready, but at least five whole class lessons in the first week.

Q. How many days are they here for?
A. 
20 days

Q. How much teaching should they do?
A. 
We expect that they progress from teaching 1–2 lessons a day in Week 1 to teaching for three full days during Week 4. It is a good idea to give the preservice teacher sequences of lessons so they can develop a learning-to-teaching cycle. A lesson in primary school can range from 30–60 minutes. It can be developed for a small group, a large group or a whole class.

Q. What should I expect from my preservice teacher?
A.
  • consistent punctuality and attendance on all days
     • daily written lesson observations of your teaching and of other teachers or other preservice
       teachers, focusing on all National Professional Standards for Teachers using the Lesson
       observation feedback form (editable pdf, 89kB)
     • completion (and submission) of all lesson plans at least one day in advance.

Q. What support is there from the University?
A. 
The tertiary mentor will visit twice during the placement. One of these will be a liaison visit and the other a visit where the mentor may observe a full lesson and discuss the feedback with the preservice teacher. The tertiary mentor will also welcome the opportunity to talk with you.

Q. What happens if things go wrong?
A. 
Inform your school's Professional Experience coordinator and the tertiary mentor. This will trigger a rigorous and transparent process that identifies the preservice teacher as being “In need of additional support”, commencing with the Need for additional support notification (pdf, 84kB). You (as the supervising teacher) will then meet with the allocated tertiary mentor and your preservice teacher to plan a course of action to support the preservice teacher.

Q. What curriculum methods have these preservice teachers studied?
A. 
Year 2 Master of Teaching (Primary) preservice teachers on their second Professional Experience placement will have completed two units of study in mathematics; two in English; and one in each of HSIE, creative arts, PDHPE, and science and technology.

Q. What school experience have they had?
A. 
Preservice teachers will have had 23 days of in-school Professional Experience. It is important to note that you will be supporting your preservice teacher to meet the National Professional Standards for Teachers: Graduate Teacher stage by the end of the block placement. This means that they will be able to teach as a non-supervised intern in their next Professional Experience.

Q. Who writes the report?
A. 
You do, as the supervising teacher. An editable pdf of the Graduating Preservice Teacher Professional Experience Report Form (editable pdf, 251kB) is available.

Q. How much written feedback am I required to give to my preservice teacher?
A. 
We realise that many teachers give excellent verbal feedback continuously to our preservice teachers. It is also good to have a written record of this feedback that is linked to the standards by which you will eventually have to judge the preservice teacher. An editable pdf of a Lesson observation feedback (editable pdf, 89kB) is available. Supervising teachers are encouraged to use the written feedback to inform the construction of the final report.

Q. What happens if my preservice teacher is sick?
A. 
The preservice teacher must provide documentation to the University and negotiate with you to make up any days missed due to illness or other misadventure. An editable pdf of a Negotiated make-up day form (pdf, 166kB) is available.

Q. How much support do I need to give with lesson design and preparation?
A. 
The preservice teacher should refer to the school’s scope and sequence and/or programs with regards to specific lesson content and ideas. All this must be performed in consultation with their supervising teacher. It is expected that all lesson plans will be submitted to the supervising teacher in hard copy for feedback and review, at least 24 hours before the lesson. The preservice teacher must use this feedback to enhance the implementation of the lesson.

Q. What assessment tasks is the preservice teacher required to complete?
A. 
The preservice teacher will be collecting evidence for an audit of their progress towards meeting the National Professional Standards for Teachers: Graduate Teacher.