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THIS PAGE IS
UNDER CONSTRUCTION. YOU NEED TO CHECK YOUR COURSE SITE.
UC IS NOT ENDORSING THIS SITE AS THE INFORMATION CONTAINED IS FLUID.
Please note that UC does not give an absolute quantification of what is to happen -- UC gives a framework that needs to be interpreted within the context of the school.
Q. The tasks for CPP1 and CPP2 look very similar. What's the difference between the 3 journal reflections/portfolio entries for CPP1 compared to CPP2?
Q. Can I do a journal reflection/portfolio entry that addresses both CPP1 and CPP2 outcomes? If so, can I submit just 3 entries, within a 2000 word limit, that addresses both units? Isn't making stronger links between different units a part of the philosophy behind the structure of this course?
Q. Is there an assignment rubric that helps us to focus our response on what kind of work is expected?
Q. Creating a reflective blog post about my teaching practice and creating a portfolio entry to address AITSL or TQI standards seem to me to be two completely different tasks. Is it simply a choice that we're encouraged to make, to decide upon which approach is most useful to us?
Q. Does my reflection need to specifically address the AITSL or TQI standards or can it be a speculative and/or more general type of reflection? How is it different from any of the other reflective blog posts I've already done during this course?
Q. At the bottom of the assignment 2b page are two examples that demonstrate a
portfolio. 'You are not expected to have a portfolio like these, however they be useful to know why these assignment 2b tasks were designed.' Am I being encouraged to start a portfolio, that looks similar to this, as a way to meet the requirements of the assignment and also arguably help prepare me for meeting TQI standards, or should I focus more on deep reflection, which could also help prepare me for meeting TQI standards?
Q. Does my reflection necessarily have to be about the implementation of our lesson plans? The following quote seems to suggest that I can reflect on anything I've encountered so far in the course:
'Discuss the affordances and limitations of approaches, with relation to research, observations, conversations and specific unit content'
Q. Do the journal reflections have to relate directly to the lesson plans provided? As in one journal entry per lesson plan or can you go larger and look at different teaching episodes in the unit you are teaching. Or considering I have done 3 weeks of teaching now pick a conversation that relates to say a whole weeks classes.
Q. Is it fine to 3 journal entries each exploring a different part of the course. 1.Tutorials 2.KLA workshops 3.Prac Then include lessons plans and other important things i have used in prac etc? Is the intention to cover all aspects of the course?
Q. Is it ok to link from the journal reflections/portfolio entries to other blog reflections and/or lesson plans? If so, will these other blog reflections and/or lesson plans count towards the word limit?
Professional Experience: Full-Time Graduate Diploma Students
Print it out and take it with you to discuss with your mentor teacher.
Q. Is the summative report simply just a continuation of the formative report?
As far as I know, yes. It's the same report, except it's completed at the end of the 15 days, rather than during the middle of a 15 day placement. Generally, the PE Office doesn't look at the formative report, unless there's an issue, but it can still be a valuable and important tool for reflection and for knowing how well you are going.
Q. If my first placement is a combination of my Beginning and Intermediate placements, then how many reports should my Mentor Teacher fill out?
Your Mentor Teacher
, in your first (CPP1 & 2) will need to fill in a Beginning Report twice (formative and summative), Intermediate Report twice (formative and summative). Your Mentor Teacher
, in your second placement (CPP 3) will need to complete a formative report and a summative repo
rt (Final report).
UC Report 2012
, page 9.
The Professional Experience Guide
talks about Beginning, Intermediate and Final placements. I’m a Grad Dipper, I only have two placements!
You have two schools but three placements. At your first school (School A), you'll be doing your first two placements, your Beginning (CPP 1) and Intermediate (CPP 2) placements. Your third placement will be your Final placement (CPP3), and is at a different school (School B)
How many observation days and how many teaching days do I need to do in my placements?
The exact proportion of observation to teaching days is for you and your school to decide. However, there are minimums that must be met.
In your beginning placement (CPP 1, School A, Semester 1), you need to build up to 5 days of teaching 2 individual lessons/lines per day and teaching a sequence of at least two lessons on two different days. This is a 15-day placement. We suggest a number of days of watching what's going on and having discussions and professional conversations with your mentor teacher, and then building up to a number of days of teaching the 2 lessons/lines per day. The broad notion is that pre-service teachers 'work with' mentor teachers and increasingly take the lead. It's not about sitting at the back of the room without engaging, but more about professional conversations.
In your Intermediate Placement (CPP 2, School A, Semester 1)
, you need to
teach a sequence of at least 4 lessons/lines across at least three different year levels. By the end of this placement, you should be teaching the equivalent of 0.6 of a full-time teaching load.This is a
By the final 10 days of your Final Placement (CPP 3, School B, Winter Term), you should be teaching sequences of 6-8 lessons/lines in a variety of year levels. By the end of this placement, you should be teaching the equivalent of 0.8 load of full time teaching load. This is a 15-day placement
You should have completed 45 days of placement if you work on the following model:
(CPP 1, School A, Semester 1)
: 15 days (we suggest 5 days observation, 10 days teaching)
(CPP 2, School A, Semester 1): 15 days (building up to 0.6 load)
Final placement (CPP 3, School B, Winter Term)
: 15 days (building up to 0.8 load)
Guide to Preservice Teachers' Professional Practice
, page 4.
Q. What if I am at a College? I can only teach 2 year levels in my Intermediate placement, but the requirement is for 3 year levels.
When you are in a College, there will be Accredited (A) and Tertiary (T) classes. These count as different year levels. For example, if you teach a Year 11 Accredited and a Year 11 Tertiary level class, these are considered two separate year levels.
Q. What does "a sequence" mean? Does that mean five days in a row?
Section 3. Not necessarily. You might be assigned to teach, for example, a year 9 English class (9E). This 9E class may meet only three times a week – for example, Mondays, Tuesdays and Wednesdays. Five lessons in sequence would therefore
be five days – it might encompass the Mon, Tues and Wed of one week and the Mon and Tues of the following week. The lessons are
even though there will be days in between the lessons when you are not teaching. See
UC Professional Experience Planner 2012
Q. Who do I contact if there is something I don't understand about the details of my placement?
Your Academic Mentor. This is listed on your Allocation form (on
). The Academic Mentor is also the contact for your school if
have questions about the placement.
Q. When should my Professional Experience be completed by?
Professional Experience should be completed by the end of UC Semester 2, Week 14, and reports submitted to UC by 23rd November, 2012.
Q. Where do I find: the Guide, the Report Forms, and other documents relating to prac?
The Professional Experience Office
space on this wiki, the
Professional Experience Moodle
Professional Experience Management System
Secondary Teacher Education Moodle site.
Professional Experience: Part-Time Graduate Diploma Students
Let's build this space, people.
Q. Who was the best Doctor?
This question has many answers, but if you were to consult a Magic Eight Ball it would likely inform you that each Doctor has had his nuance quirks that made him attractive and endearing. The answer, therefore, looks a little something like this:
Jon Pertwee, for his amazing ability to shower on-screen convincingly.
Tom Baker, for his fluffy hair and awesome scarf;
David Tennant, for his newt-like charm;
Matt Smith, for his unique good looks (even by Doctor standards!).
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