Secondary Undergraduate School Placement Expectations

TIMETABLE 2014 Professional Experience Timetable

Instructions for students logging in and questionnaire

inplace

Placement Information for Supervising Teachers

SECONDARY TEACHING COURSES

If you are underaking the older version course please go to this link Secondary Undergraduate School Placement Expectations for 2010 enrolments and earlier.

Please do not hesitate to contact the secondary team for further information or if you have any queries.

Burwood Contacts

Donna Birks - 1st years, 4th years and 2nd year PE
Ph:9244 6415

Simone Flanagan - 1st years, 4th years and 2nd year PE Ph: 9246 8279

Rob Cherry - 3rd years, Middle Years & TESOL
Ph: 92446372

Helen Mandeltort - 2nd year undergraduate & M.Teach
Ph: 9244 6434

Geelong Contact

Melissa Wray - Health & PE Ph: 5227 2542

Tania Harvey - Graduate Diploma of Applied Learning
Ph: 5227 2206

Students enrolled in the Graduate Diploma of Applied Learning E690. Please go to this link for further information: Graduate Diploma of Applied Learning E690

PLACEMENT EXPECTATION OVERVIEW

For Students enrolled in 2011 and later (80 DAYS OF SCHOOL EXPERIENCE OVER 4 YEARS)

Year/Code

Days

Expectations

Setting

YEAR 1

EPP101

5 days over 2 weeks

As part of a team, the pre-service teacher will:

  • undertake an orientation to the school environments
  • conduct and record observations of class, teacher and school routines
  • observe and analyse the nature of learning and teaching in a number of environments
  • attend meetings, yard duty, school activities etc.
  • supervise the work of small groups of students and work with individuals.

In a secondary school

EPP102

 

5 days over for 2 weeks

During these days the pre-service teacher will:

  • observe, identify and record demonstrated features of a safe, inclusive, engaging and challenging learning environments.
  • collect and analyse policy documents relating to inclusivity
  • attend meetings, yard duty, school activities and any opportunities for engagement with the broader school community.
  • supervise the work of small groups of students and work with individuals.


In a secondary school

YEAR 2

EPP207
(for students in D347 and D351 only)

 

10 days over 3 weeks

Placed in pairs where possible

  • undertake an orientation to the school environment.
  • in pairs and with supervisor, team teach and/or assist with small groups of students or individuals.
  • minor teaching duties
  • observation of method area where possible
  • attend meetings, be involved in yard duty, school activities and any opportunities for engagement with the broader school community.

In a secondary school

 

 

EPP203
(for students in E377 only)

Immersion Program Booklet

A 5 day block and 1 day/week for 5 weeks

 

Placed with a Health and Phys Ed team in a school.

  • undertake an orientation to the school environment.
  • Assist with teaching with the Health and Phys Ed team.
  • attend meetings, be involved in yard duty, school activities and any opportunities for engagement with the broader school community.

In a secondary school

YEAR 3

EPP304

15 days over 5 weeks

Individual placement. During these days the pre-service teacher will:

  • undertake an orientation to the school environment
  • in direct response to the learners in the class, plan lessons for a whole class, develop a unit of work if appropriate.
  • teach lessons for a class in one method, optimally 2 per day, but one per day is acceptable if a significant role is played in other lessons when not teaching solo
  • observe two lessons per day to inform the pre-service teacher of the learners for whom they are planning
  • attend meetings, be involved in yard duty, school activities and any opportunities for engagement with the broader school community.

In a secondary school

YEAR 4

EPP305

10 days over 5 weeks

Individual placement

  • teach lessons for a class at junior and/or senior levels of the school in both methods [one method for Arts (D347)] for a total of 2 lessons per day
  • observe 2 lessons per day (one in each method where two methods taken) and other areas
  • attend meetings, be involved in yard duty, school activities and any opportunities for engagement with the broader school community.

In a secondary school

EEP406A

10 days over 3 weeks

Individual placement. During these days the pre-service teacher will:

  • plan units of work/whole class program for a class at junior and/or senior levels of the school using an appropriate format for extended planning as discussed with supervising teachers
  • teach lessons in both methods: the equivalent of two lessons per day (one in each method if possible)
  • observation in own methods
  • become fully involved in the life and operations of the school, as per a beginning teacher.
  • Demonstrate the ability to teach for a sustained period of time
  • Undertake the Deakin Authentic Teacher Assessment task

In a secondary school

EPP406B

25 day block

Individual placement. During these days the pre-service teacher will:

  • undertake an orientation to the school environment
  • plan units of work/whole class program for a class at junior and/or senior levels of the school using an appropriate format for extended planning as discussed with supervising teachers
  • teach lessons for a class at junior and/or senior levels of the school; the equivalent of 2x50 minute lessons per day (one in each method) over the 25 day period.
  • observe lessons: equivalent of 1 50 minute lesson in each method, per day, over the duration of the placement.
  • become fully involved in the life and operations of the school, as per a beginning teacher

In a secondary school


This website is a guideline regarding only the practicum component of units and courses. For the complete unit and course requirements, please consult the University handbook www.deakin.edu.au/handbook

EPP406B NOTE: The purpose of the 25 day block is to demonstrate the ability to teach for a sustained period of time and consolidate teaching skills. The Deakin ATA should be undertaken during this period. At the conclusion of this placement, the supervising teacher in conjunction with the University teaching staff will be asked to complete the report and indicate whether the pre-service teacher is 'Ready to Teach'.


 

 

 


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