Early Childhood Professional Experience 1 (101107) Attendance and Feedback Book

School of Education

Master of Teaching (Birth – 5 Years / Birth -12 Years)

Early Childhood Professional Experience 1 (101107)

Attendance and Feedback Book

For the Pre-service Teacher

This feedback document is the property of:

Pre-service Teacher’s Name:______

Pre-service Teacher’s ID Number: ______

The Supervising Teacher is:______

The University Advisor is:______

Postal Address:

Professional Experience Office Unit Coordinator: Leonie Arthur

School of Education Contact: 9772 6329

University of Western Sydney Email:

Penrith Campus, Building K 1

Locked Bag 1797

Penrith NSW 2751

Telephone: 47 360070

Fax: 47 360407

Contents

University Contacts

Professional Experience Participant Responsibilities

Attendance requirements

Professional Experience Checklist

Supervising Teacher’s Feedback Sheet 1

Community of Practice Circle (CPC 1)

Supervising Teacher’s Feedback Sheet 2

Community of Practice Circle (CPC 2)

Supervising Teacher Feedback Sheet 3

Community of Practice Circle (CPC 3)

Expo Feedback Sheet

Optional additional feedback sheet for Supervising Teacher

Peer Learning Circles

Professional Experience Time Sheet

University Contacts

If you have any questions or require assistance regarding insurance, or Supervising Teacher claims, or other administrative matters please contact:

The Administrative Officer for Early Childhood Professional Experience

Lorraine Fordham

Phone: 47 360070

Email:

If you have questions about the Professional Experience requirements for this placement please contact:

The Unit Coordinator of Professional Experience 1

Leonie Arthur

Phone: 9772 6329 or 0402 134706

Email:

If you have feedback on early childhood Professional Experience, or cannot contact your Unit Coordinatorplease contact:

The Course Professional Experience Co-ordinator (Early Childhood)

Denise Fraser

Phone: 47 360042 or 0404 228 033

Email:

Professional Experience Participant Responsibilities

Supervising Teacher

The Supervising Teacher is responsible for:

Providing guidance and support to the Pre-Service Teacher during the placement.
Assessing, from a practical perspective, whether the Pre-Service Teacher has meet the outcomes of the Professional Experience unit.
Completing progress assessments of relevant outcomes prior to student attendance at Commumnity of Practice Circles (CPCs).
Providing regular written feedback to the Pre-service Teacher about their progress and strategies for improvement.
Completing the Final Report and sign off on attendance.
Contacting the University Advisor to discuss concerns in situations where the Pre-Service Teacher is not making satisfactory progress. This should be done as soon as the Supervising Teacher considers that the student is not making satisfactory progress.

University Advisor

The University Advisor is responsible for:

Making contact with each setting in the first weeks of the placement to
introduce themselves,
provide contact information and
establish venues for the Community of Practice Circles (CPC).
Leading the CPC workshops and providing advice to support the Pre-Service Teacher’s progress.
Contacting settings prior to each CPC to monitor student progress.
Providing additional support as required: e.g. following notification from Supervising Teacher or as a result of CPC.
Placingthe Pre-Service Teacher ’At Risk’ if the Pre-Service Teacher has previously required additional support and is again not progressing satisfactorily or, if the Pre-service Teacher is not progressing satisfactorily during the block placement.
Assessing the Pre-Service Teacher’s professional portfolio and overall achievement in meeting unit outcomes, at the Professional Experience Expo.
Finalising the report.

Professional Experience Co-ordinator

The university based Professional Expeirence Coordinator is responsible for:

Being a contact point for Supervising Teachers, Pre-service Teachers and University Advisors to discuss concerns.
Participating in committees where students have been placed “At Risk”.
Ensuring that documentation for the placement is sent to settings and that contracts have been developed for University Advisors.

Pre-Service Teacher

The Pre-Service (student) Teacher is responsible for:

Attending all scheduled field visits and professional experience days.
Presenting themselves and working in a professional and ethical manner.
Working toward meeting the outcomes of the unit.
Keeping all work up to date.
Meeting regularly with and providing required documentation to the Supervising Teacher.
Maintaining and presenting evidence of progress toward achievement of outcomes at each CPC.

Attendance requirements

Pre-Service Teachers are required to attend

all 5 Field Visit Days and
20 days of Professional Experience.

Field Visits 1-5 and Professional Experience Days 1-10are 6 hour days.

These hours include one hour a week for Peer Learning Circles (PLCs). PLCs are a time when students can come together with other students in their setting or settings near by, meet with other students using technologies and/or meet with their Supervising Teacher and/or other relevant staff. These days also include attendance at Community of Practice Circles on 24th April and on 7th, 8th OR 9th May for two hours (and reasonable travel time).

During the block professional experience (PE Days 11- 20) Pre-Service Teachers are expected to work the same hours as setting staff. It is expected that Pre-Service Teachers will be at the setting for 8 hours each day during the block. There are no Peer Learning Circles during this time. There is one Community of Practice Circle during this time that is included in the 8 hour day.

If a Pre-Service Teacher is absent for any reason she/he must:

notify the setting;
notify the Professional Experience Office;
write absent on the timesheet for any full day absence;
provide documentation as to the reason for the absence;
make up the missed day/s: please note any missed days must be made up with full days or half days, not additional hours;
document the dates on which missed days were made up.

Supervising Teachers are required to sign the attendance record on page 9 of this booklet and complete the final assessment, attendance and final comment section in the Report Book (separate document).

In order to receive a Satisfactory Grade for Early Childhood Professional Experience 1 Pre-service Teachers must have completed all Field Visit and Professional Experience days and have these verified by the Supervising Teacher.

Early Childhood Professional Experience 1 Attendance and Feedback Book

Professional Experience Checklist

The Supervising Teacher and Pre-service Teacher are encouraged to use the following table as a checklist to ensure that the Professional Experience Portfolio and Feedback Book are being regularly maintained and that all necessary documentation has been sighted and completed.

Supervising Teacher /  / Pre-service Teacher / 
Field Visits 1 – 5 (6 hour days, including one hour per week of Peer Learning Circle time)

Sign timesheet daily
Assist with selection of focus child
Ensure consent forms have been signed
Sight Pre-service Teacher’s observations and data collected for situational analysis

/ Field Visits 1 – 5 (6 hour days)

Fill in and sign timesheet daily
Select focus child, distribute consent forms, collect signed consent forms
Complete at least 5 observations
Collect data for situational analysis
Complete situational analysis
Develop goals
Share information at Peer Learning Circles (PLCs). You are entitled to 1hour of PLCs each week during this time. Use page 27 of the Feedback Book to photocopy and fill in for each PLC.

PE Days 1 – 3 (6 hour days, including one hour per week of Peer Learning Circle time and one two hour Community of Practice Circle)

Sign timesheet daily
Sight and initial observations
Sight and initial Pre-service Teacher’s planned/spontaneous experiences,ensuring they link to the observations they are based upon
Complete Feedback Sheet 1 pages 9 and 10 of Feedback Bookprior to 24/4/14 for Community of Practice Circle 1
Contact University Advisor immediately if you have any concerns

/ PE Days 1 – 3 (6 hour days)

Fill in and sign timesheet daily
Continue to observe focus child and other children (with consent)
Implement 2 experiences per day with focus child and other children (after checking experiences with relevant staff)
Share information at Peer Learning Circles (PLCs). You are entitled to 1 hour of PLCs each week. Use page 27 of the Feedback Book to photocopy and fill in for each PLC.
Contact University Advisor immediately if you have any concerns
Sign page 10 of Feedback Book with your Supervising Teacher prior to CPC 1.

Community of Practice Circle 1
Bring to CPC

Your Feedback Book with pages 9 and 10 completed and signed
Your PE timesheet
Your Professional Experience Portfolio with your Situational Analysis and Goals
Reading notes
Peer Learning Circle notes

PE Days 4, 5, 6, 7, 8, 9 and 10 (6 hour days, including one hour a week Peer Learning Circle time and one two hour Community of Practice Circle)

Sign timesheet daily
Sight and initial Pre-service Teacher’s new planned/spontaneous experiences and ensure they link to the observations they are based upon
Complete Feedback Sheet 2 pages 13 and 14 of Feedback Book prior to 7/5 for CPC 2
If you would like to leave additional feedback, please fill in page 24 of Report Book (optional)
Contact University Advisor immediately if you have any concerns.

/ PE Days 4, 5, 5, 7, 8, 9 and 10 (6 hour days)

Fill in and sign timesheet daily
Continue to add to your Professional Experience Portfolio and Child Portfolio
Implement 2 experiences per day. By the end of PE Day 5, you will have written up, implemented and evaluated 10 experiences
Share experiences at PLCs. Use page 27 of the Report Book to photocopy and fill in for each PLC.
Contact University Advisor immediately if you have any concerns

Community of Practice Circle 2 - Bring to CPC

Your Feedback Book with pages 13 and 14 completed and signed
Your PE timesheet
Your Professional Experience Portfolio and Child Portfolio including 10 observations and goals

PE Block (2 weeks, 8 hours each day, no Peer Learning Circles, one two hour Community of Practice Circle)

Sign timesheet daily
Continue to observe and assess Pre-service Teacher in your workplace
Sight all observations
Sight all experiences prior to implementation, and provide regular guidance on progress
Contact University Advisor immediately if you have any concerns
Throughout the 2 week block, fill in the assessment of outcomes in the Report Book, and sign where necessary
On the final day of Pre-service Teacher’s professional experience, complete your final evaluation sections in the Report Book:

-Supervising Teacher comment
-Attendance Report
-Signature below Attendance Report / PE Block (2 weeks, 8 hours each day)

Fill in and sign timesheet daily
Continue to add to your observations – by the Expo you should have 20 observations documented and analysed
Implement 2 experiences per day. By CPC3 you should have at least 18 experiences implemented and evaluated and by the Expo 38 experiences.
On the final day of your professional experience:

-Complete reflective comments and future goals section on page 3 in Report Book
-Sign Report Book
-Check that all sections are completed
Community of Practice Circle 3 - Bring to CPC

Your Feedback Book with pages 17 and 18 completed and signed
Your PE timesheet
Your Professional Experience Portfolio and Child Portfolio including 18 experiences implemented and evaluated; evidence of safe yet challenging environments; evidence of informed, caring and knowledgeable interactions with children; goals

Expo – Bring to the Expo:

Your Professional Experience Portfolio, including all goals evaluated and new goals developed
Your Child Portfolio
Your PE time sheet
Your Report book with the Teacher’s report and attendance sections completed and signed
Your comment completed and signed

Supervising Teacher’s Feedback Sheet 1
(to be completed prior to Community of Practice Circle 1)

The Preservice Teacher articulates and demonstrates strategies that support the development of effective, ethical relationships with children, families, staff, and communities.

/ Evident / Not Evident
Outcome 1 Indicators

Identifies, establishes and communicates their presence and purpose in the setting for families, staff and children (for example displays an introductory poster).

Investigates the socio-cultural context (the unique and specific social, cultural and economic features) of the setting and broader community, analyses this information and articulates relevant implications of this contextual information for their practice.

Collects and documents information in a professional and ethical manner and maintains confidentiality.

Initiates interactions with children, families and staff.

Communicates with families and staff through a two way exchange and shows an understanding that families are the child’s primary caregivers.

Facilitates connections that build a sense of community between themselves, staff, children and their families.

Conducts responsive interactions with families, children and staff and demonstrates an ability to take on professional feedback.

Seeks a range of perspectives about the best interests of children to guide actions, interactions and practice.

Considers the well being (psychological, emotional, physical, safety and the capacity to thrive) of all members of the community and uses this to inform action at all times.

Builds and maintains trust between children, families and staff through continued interactions and strengthened relationships.

The Preservice Teacher reflects on the potentials and challenges of the professional experience setting and their own professional growth and establishes relevant professional goals to extend learning.

Outcome 2 Indicators

Identifies their own strengths and areas for further professional growth.

Identifies the potentials and challenges of the professional experience setting.

Documents and evaluates clear, relevant professional development goals.

Documents and evaluates clear, relevant strategies to support progress towards meeting each goal.

Supervising Teacher’s Signature: Date:

Pre- service Teacher’s Signature: Date:

Supervising Teacher’s Feedback Sheet 1 – page 2

Comments on Pre-service Teacher’s communication with staff, children and families:

Comments on Pre-service Teacher’s professionalism and ethical conduct:

Evidence of Pre-service Teacher’s understandings and practice of the Early Years Learning Framework Principles:

EYLF Principles
Evident / Not Evident
a)Respectful and reciprocal relationships
b)Partnerships – valuing of family perspectives and contributions, positive communication
c)High expectations and equity
d)Respect for diversity
e)Ongoing learning and reflective practice

Supervising Teacher’s comments and goals for the remainder of the placement:

Supervising Teacher’sSignature:______Date: ______

Pre-service Teacher’s Signature:______Date: ______

Community of Practice Circle (CPC 1)

Progress Assessment of Module 1 Outcomes:

The Preservice Teacher articulates and demonstrates strategies that support the development of effective, ethical relationships with children, families, staff, and communities.

2.The Preservice Teacher reflects on the potentials and challenges of the professional experience setting and their own professional growth and establishes relevant professional goals to extend learning.

Self assessment:

Comments on evidence presented / Comments on future plans (check indicators)

Signature ______Date: ___

University Advisor feedback:

Comments on evidence presented / Comments of future goals (check indicators)

Outcome 1Satisfactory Progress towards meeting outcome  OR Unsatisfactory Progress 

Outcome 2Satisfactory Progress towards meeting outcome  OR Unsatisfactory Progress 

Signature of University Advisor ____ Date:

**(If Unsatisfactory Progress for Outcome/s 1 or 2, page 12must also be completed)**

Unsatisfactory Progress for Outcome 1 and/or 2 ____ (date)

Outcome number/s: ______

Indicators that need further attention: (list e.g. 1a, 1b; 2a, 2b etc)

Specific goals for Satisfactory Progress towards achievement of Outcome/s:

Date for reassessment: ______

Reassessment Comments:

Outcome 1 Satisfactory Progress: Yes  No 

Outcome 2Satisfactory Progress:Yes  No 

** If Satisfactory Progressis not evident for both outcomes after reassessment, the

Pre-service Teacher must be placed as ‘Requiring Additional Support’ (see Early Childhood Professional Experience Handbook) and the UWS Professional Experience Office must be notified (see contact details page 3) **

Supervising Teacher’s signature:______Date: ______

University Advisor’s signature:______Date:______

Pre-service Teacher’s signature:______Date: ______

Supervising Teacher’s Feedback Sheet 2
(to be completed by Supervising Teacher prior to Community of Practice Circle 2)

ThePreservice Teacher documents children’s learning in ways that are clear and analytical.

/ Evident / Not Evident
Outcome 3 Indicators
a)Maintains a child portfolio for at least one child.
b)Collects and documents relevant information about at least one child’s experiences within his/her family and community and at the centre.
c)Clearly documents children’s learning in ways that are accessible to families.
d)Shares documentation of children’s learning with staff and families.
e)Analyses the meaning of documentation - for example identifies children’s strengths and learning potentials, identifies children’s funds of knowledge.
f)Draws on a range of knowledges - including child development theory, and the socio-culturally specific information collected from staff and families - to identify the possible points of children’s development and learning.
g)Evaluates own professional development goals in the area of documentation of children’s learning and/or sets new goals as appropriate.

ThePreservice Teacher implements, documents and evaluates planned and spontaneous experiences that foster quality interactions and extend learning.

Outcome 4 Indicators
a)Implements experiences that build on children’s strengths, interests and experiences.
b)Makes use of routines as opportunities for spontaneous experiences and responsive interactions that scaffold learning.
c)Documents planned and spontaneous experiences and discusses planned experiences with relevant staff members prior to implementation.
d)Documents evaluation of experiences and interactions in a way that provides useful analysis and leads to relevant future planning.
e)Documents children’s learning in ways that are accessible to and shared with families.
f)Evaluates own professional development goals in the area of planned and spontaneous experiences and/or sets new goals as appropriate.

Supervising Teacher’s signature: Date: