Secondary school settings

Secondary schools provide Professional Experience placements for preservice teachers enrolled in Year 3, Year 4 and Year 5 of the Bachelor of Education combined degrees (double-degree programs resulting in a teaching qualifications as well as either a Bachelor of Arts or Bachelor of Science); both years of the Master of Teaching (Secondary); either year of the Master of Teaching (School Counselling); and Year 2, Year 3 and Year 4 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.


Diploma in Education (Aboriginal)

Second Year Professional Experience

Unit of study name: Professional Practices 1 (KCDE2201)

Q. When can my preservice teacher begin teaching?
A. 
As soon as you think they are ready, but they should be teaching at least one whole class lesson by the end of their first week of the Professional Experience.

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

Q. How much teaching should they do?
A. 
We expect progress from teaching 1–2 periods a day in the first week of the block placement, building up to 10 periods by the third week (based on 40-minute lessons, reduced proportionally if the school's lessons are longer). It is a good idea to give the preservice teacher/s sequences of lessons so they develop a learning-to-teaching cycle.

Q. What can 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 preservice 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. 
A tertiary mentor will visit the school at least twice depending on location. The tertiary mentor will also share their contact details with you. Alex Hector, our manager, can be contacted via email at profexp_manager@sydney.edu.au or by phone at 02 9351 7047.

Q. What happens if things go wrong?
A. 
Inform your school's Professional Experience coordinator and the university's allocated 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 this stage of their teacher-education program, DipEd(Aboriginal) preservice teachers should be able to teach Stage 4 history and/or geography.

Q. What school experience have they had?
A. 
By the time of this placement, preservice teachers will have conducted a case study on a school during the first year of their diploma program.

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 students. 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 student. An editable pdf of a Lesson observation feedback guide (editable pdf, 89kB) is available. A pad of duplicate forms has also been sent to you via the preservice teacher. Supervising teachers are encouraged to use the formative written feedback on each lesson 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.

• Download unit of study outline (pdf, 40.7kB)




Bachelor of Education (Secondary:HMHE)

First Year Professional Experience

Unit of study name: Physical Education 1 (EDHP1001)

Q. When can my preservice teacher begin teaching?
A. 
A reasonable schedule for teaching (given the students' limited preparation) would be:

  • Week 1 – Days 1 and 2 – active observation of both PE and PDH lessons (with detailed lesson observations to be completed by the preservice teacher)
  • Week 1 – Days 3–5 – co-teaching with the supervising teacher, with increasing responsibility for larger group instruction across the three days. During this time, students should also be planning for their four-day block of teaching in Week 2
  • Week 2 – Day 1 – public holiday (this does not need to be made up)
  • Week 2 – Day 2–5 – the required teaching load is to be undertaken for PE (practical lessons only). During this time, students are to continue to additionally actively observe and co-teach (as deemed appropriate), at least one PDH lesson per day.

Q. How many days are they here for?
A. 
Preservice teachers in their first Professional Experience for the BEd (Sec:HMHE) must attend a nine-day block. (Except that the first day of Week 2 is a public holiday, this requirement would be 10 days.)

Q. How much teaching should they do?
A. 
In the first week of the nine-day block placement, the preservice teacher is expected to be with their supervising teacher for a full teaching load, that is, two-thirds of a teaching week. The remaining time needs to be directed towards preparing for teaching responsibilities in the following week (as detailed above). From Week 2, the preservice teacher (with their Professional Experience partner, if they have one) is to assume full responsibility for teaching physical education. The preservice teacher is required to teach a minimum of 8–10 lessons during Week 2 of the placement (based on 40-minute lessons, reduced proportionally if the school's lessons are longer).

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
     • written lesson observations (at least two each day in Week 1 and one each day in Week 2) of your teaching and of other teachers
       or other preservice teachers, focusing on Standards 1–4 of the Graduate Teacher
       career-stage level of the National Professional Standards for Teachers, using the Lesson
       observation feedback form (editable pdf, 89kB)
     • during Week 2, completion (and submission) of all lesson plans at least one day in advance
     • provision of own whistle, wristwatch, and sun protection (sunscreen and hat)
     • suitable and professional attire.

Q. What support is there from the University?
A. 
A tertiary mentor is allocated to every preservice teacher. The tertiary mentor will also welcome the opportunity to talk with you. Please see the website for general expectations, roles and responsibilities and unit of study details related to this placement.

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 HMHE preservice teachers will have only undertaken one PE Curriculum Study method for 12 weeks in Semester One with a focus on: fundamental movement skills, dance and gymnastics. The have also undertaken a complementary 12-week unit titled Professional Practice in PDHPE (EDUH1005), which covers an introductory overview of the mandatory 7–10 PDHPE syllabus and more broad-based departmental policy documents.

Q. What school experience have they had?
A. 
Nil

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. 
The supervising teacher should be providing written feedback for every lesson. It is essential to have a written record of this feedback, 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.

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 do I need to provide for my preservice teacher?
A. 
Appropriate preparation space, access to the school’s electronic resources (as appropriate) and individual learning profiles of students they will be teaching (as required).

Q. What assessment tasks is the preservice teacher required to complete?
A. 
The preservice teacher must submit a detailed lesson plan and evaluation that they have implemented during their placement, and this must be accompanied by a comprehensive lesson observation completed by you, their supervising teacher. The preservice teacher will also need to complete a critical reflection that critiques current research against their planning documentation (evidence). Full detail of this task will be available for all supervising teachers

• Download unit of study outline (pdf, 48kB)


Second Year Professional Experience

Unit of study name: Professional Practice in PDHPE 2 (EDUH2019)

Q. When can my preservice teacher begin teaching?
A. 
By the third day of the block placement, the required teaching load should be being met.

Q. How many days are they here for?
A. 
Preservice teachers in their second Professional Experience for the BEd (Secondary:HMHE) must attend one Friday a week for two weeks, or other days where negotiated, followed by a 15-day block. This is a total of 17 days.

Q. How much teaching should they do?
A. 
In the first week of the 15-day block placement, the preservice teacher (with their preservice partner) is expected to be with their supervising teacher for a full teaching load, that is, two-thirds of a teaching week. The remaining time needs to be directed towards preparing for teaching responsibilities in the following weeks. From Week 2, the preservice teacher is to assume full responsibility for all classes. The preservice teacher is required to teach a minimum of 10–14 lessons per week for the duration of the placement (based on 40-minute lessons, reduced proportionally if the school's lessons are longer).

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 (at least one per day) of your teaching and of other teachers
       or preservice teachers, using the Lesson observation feedback form (editable pdf, 89kB)
     • completion (and submission) of all lesson plans at least one day in advance
     • provision of own whistle, wristwatch, and sun protection (sunscreen and hat)
     • suitable and professional attire.

Q. What support is there from the University?
A. 
A tertiary mentor is allocated to every preservice teacher. The tertiary mentor will also welcome the opportunity to talk with you. Please see the website for general expectations, roles and responsibilities and unit of study details related to this placement.

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 HMHE preservice teachers should be able to teach the mandatory content within health and physical education from Years K–10. The specific focus for this placement is Years 7–10.

Q. What school experience have they had?
A. 
In this placement, preservice teachers will have completed one primary school block placement of 16 days, in addition to a microteaching experience with a partner in a local primary school.

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. 
The supervising teacher should be providing written feedback for every lesson. It is essential to have a written record of this feedback, 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 do I need to provide for my preservice teacher?
A. 
Appropriate preparation space, access to the school’s electronic resources (as appropriate) and individual learning profiles of students they will be teaching (as required).

• Download unit of study outline (pdf, 61.6kB)


Third Year Professional Experience

Unit of study name: Professional Practice in PDHPE 3 (EDUH3020)

Q. When can my preservice teacher begin teaching?
A. 
By the third day of the block placement, the required teaching load should be being met.

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

Q. How much teaching should they do?
A. 
From Week 1, the preservice teacher is expected to assume full responsibility for teaching 14–18 periods of health and physical education classes per week (based on 40-minute lessons, reduced proportionally if the school's lessons are longer).

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 (at least one per day) of your teaching and of other teachers
       or preservice teachers, using the Lesson observation feedback form (editable pdf, 89kB)
     • completion (and submission) of all lesson plans at least one day in advance
     • provision of own whistle, wristwatch, and sun protection (sunscreen and hat)
     • suitable and professional attire.

Q. What support is there from the University?
A. 
A tertiary mentor is allocated to every preservice teacher. The tertiary mentor will also welcome the opportunity to talk with you. Please see the website for general expectations, roles and responsibilities and unit of study details related to this placement.

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 3 HMHE preservice teachers should be prepared and able to teach both the mandatory and content-endorsed health-and-physical-education curriculum from Years K–12. The specific focus of this placement is Years 7–12.

Q. What school experience have they had?
A. 
A total of 34 days across placements in Year 1 and Year 2. In first year, the preservice teacher will have completed a three-week block placement in a primary school, which may draw upon all key learning areas. In Year 2, the preservice teacher will have completed a three-week block placement in a secondary school with a focus on Years 7–10.

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. 
The supervising teacher should be providing written feedback for every lesson. It is essential to have a written record of this feedback, 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 do I need to provide for my preservice teacher?
A. 
Appropriate preparation space, access to the school’s electronic resources (as appropriate) and individual learning profiles of students they will be teaching (as required).

Q. What assessment tasks is the preservice teacher required to complete?
A. 
The preservice teacher will develop a professional portfolio for Standards 1–7 of the Graduate Teacher career-stage level of the National Professional Standards for Teachers. and present coded evidence to demonstrate the development of their knowledge, skills and practice. They must also include the actual evidence as a document. The annotations must be accompanied by handwritten notes to contextualise the evidence and justify how it links with the focus areas and descriptors selected for each standard.

• Download unit of study outline (pdf, 52.2kB)




Bachelor of Education (Aboriginal Studies)

Second Year Professional Experience

Unit of study name: Professional Practices 2 (KCSE3201)

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

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

Q. How much teaching should they do?
A. 
We expect progress from teaching 5 periods in the first week of the block placement, building up to 12–16 periods by the fifth week (based on 40-minute lessons, reduced proportionally if the school's lessons are longer). It is a good idea to give the preservice teacher/s sequences of lessons so they develop a learning-to-teaching cycle.

Q. What can 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 preservice 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. 
A tertiary mentor will visit the school at least twice depending on location. One of these will be a liaison visit and the other a full mentoring visit where they may observe a full lesson and discuss the feedback with the preservice teacher. The university-allocated mentor will also welcome the opportunity to talk with you. Alex Hector, our manager, can be contacted via email at profexp_manager@sydney.edu.au or by phone at 02 9351 7047.

Q. What happens if things go wrong?
A. 
Inform your school's Professional Experience coordinator and the university's allocated 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 3 Bachelor of Education (Aboriginal Studies) preservice teachers should be able to teach Aboriginal Studies or a significant Aboriginal component in another subject, as well as Stage 5 history, geography and/or electives.

Q. What school experience have they had?
A. 
By the time of this placement, preservice teachers will have completed 15 days of Professional Experience during the second year of their DipEd(Aboriginal) program.

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 students. 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 student. An editable pdf of a Lesson observation feedback guide (editable pdf, 89kB) is available. A pad of duplicate forms has also been sent to you via the preservice teacher. Supervising Teachers are encouraged to use the formative written feedback on each lesson 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.

• Download unit of study outline (pdf, 43.9kB)


Final Professional Experience

Unit of study name: Professional Practices 3 (KCSE4201)

Q. When can my preservice teacher begin teaching?
A. 
As soon as you think they are ready, but at least 10 periods in the first week.

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

Q. How much teaching should they do?
A. 
Progressively working up to between 0.5 and 0.6 of a full teaching load by the third week.

Q. What can I expect from my preservice teacher?
A.
 Consistent punctuality and attendance on all days is required of all preservice teachers.

Q. What support is there from the University?
A. 
A tertiary mentor allocated by the University will visit the school once during the Professional Experience. Alex Hector, our manager, can be contacted via email at profexp_manager@sydney.edu.au or by phone at 02 9351 7047.

Q. What happens if things go wrong?
A. 
Inform your school's Professional Experience coordinator and the university's allocated 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 4 Bachelor of Education (Aboriginal Studies) preservice teachers should be able to teach stages 4–6 history, geography and electives.

Q. What school experience have they had?
A. 
By the time of this placement, preservice teachers will have completed 40 days of Professional Experience during the second year of their DipEd(Aboriginal) program.

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 for download.

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 students. 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 student. An editable pdf of a Lesson observation feedback guide (editable pdf, 89kB) is available. A pad of duplicate forms has also been sent to you via the preservice teacher. Supervising teachers are encouraged to use the formative written feedback on each lesson 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.

• Download unit of study outline (pdf, 40.0kB)




Bachelor of Education (Secondary Education), BA or BSc
[combined degrees]

Combined Degree First Professional Experience

Unit of study name: Professional Experiences A (EDSE3073)

Q. When can my preservice teacher begin teaching?
A. 
As soon as you think they are ready, but at least one period 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 progress from teaching 1–2 periods a day in the first week of the block placement, building up to 10–15 periods by the fourth week (based on 40-minute lessons, reduced proportionally if the school's lessons are longer). It is a good idea to give the preservice teacher/s sequences of lessons so they develop a learning-to-teaching cycle.

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. 
At least four semesters of study in their teaching areas and approximately 48 hours of coursework in each of their two curriculum methods.

Q. What school experience have they had?
A. 
Approximately three single days of school visits in Year 2.

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.

• Download unit of study outline (pdf, 21.2kB)


Combined Degree Second Professional Experience

Unit of study name: Professional Experiences B (EDSE4043)

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

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

Q. How much teaching should they do?
A. 
We expect that they progress from teaching five periods in Week 1, building up to 12–16 periods by Week 4 (based on 40-minute lessons, reduced proportionally if the school's lessons are longer). It is a good idea to give the preservice teacher sequences of lessons so they can develop a learning-to-teaching cycle.

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. 
At least four semesters of study in their teaching areas and 108 hours (or equivalent) in each of the two curriculum methods they are able to teach.

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.

• Download unit of study outline (pdf, 21.3kB)




Master of Teaching (Secondary)

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 progress from teaching 1–2 periods a day in the first week of the block placement, building up to 10–15 periods by the fourth week (based on 40-minute lessons, reduced proportionally if the school's lessons are longer). It is a good idea to give the preservice teacher/s sequences of lessons so they develop a learning-to-teaching cycle.

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 (Secondary) preservice teachers will have completed 36 hours in each of the two curriculum methods they are to teach.

Q. What school experience have they had?
A. 
Three full-day orientation visits to three different schools in Semester One.

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.

• Download unit of study outline (pdf, 21.5kB)


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 periods 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 five periods in Week 1, building up to 12–16 periods by Week 4 (based on 40-minute lessons, reduced proportionally if the school's lessons are longer). It is a good idea to give the preservice teacher sequences of lessons so they can develop a learning-to-teaching cycle

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. 
60 hours in each of the two curriculum methods they are able to teach.

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.

• Download unit of study outline (pdf, 21.4kB)