Practicum - Master of Teaching and Master of Applied Learning and Teaching (MALT)

For new students enrolling from 2015 

Timetables, Placement Expectations and Contacts

Master of Teaching (Early Childhood)

Master of Teaching (Early Childhood)

Timetables

International Students

Course-related decisions you make may impact on your ability to apply for other non-student visa options. Please read 'Important information - International Students Applying for AITSL Assisted Migration Visa' at the Professional Experience Policies and Guidelines

The Early Childhood strand in the Master of Teaching and the early exit Graduate Diploma of Teaching emphasise the developmental and educational needs of young children and examine teaching and learning practices appropriate for children from birth to five years of age. Course content covers all areas of program preparation, professional understandings, experience and skills required of early childhood educators.


Placement Expectations - Master of Teaching:

EPR701

Planning for Learning in Professional Experience

10 days

  • During these days pre-service teachers will have opportunities to develop an understanding of learners and their contexts. This includes students understanding the importance of teachers knowing and understanding children, and the importance of relationships. They are also expected to develop an understanding of quality provisions for 0-2 year olds.
  • We are keen for our students to have opportunities to observe children and routines, but to also be active participants in the program, and to contribute as appropriate.
  • Students are expected to develop and maintain an Early Childhood Practicum Portfolio. This portfolio needs to be made available to you as the supervising educator. It will form a basis for discussion and evaluation of their progress in the placement. Students may also have unit tasks that they need to complete during the placement.

0 - 2 years

In a childcare setting

EPR702
Managing Teaching in Professional Experience

25 days

Continuing Professional Development as a teacher in childcare settings

During these days the pre-service teacher will be expected to

  • Participate in all aspects of the programme, with a particular emphasis on developing the knowledge and skills relevant to a kindergarten teacher and director.
  • Take on increasing responsibility for the programme during Weeks 1-3, aiming for full control in Week 4. This will include observation, planning and teaching for individual children, small groups and whole groups, including planning for focus children.
  • Take on the responsibilities of the Director's role during control week, wherever possible and when appropriate. This can include administration and management tasks, and communication and liaison with management committees, families and other professionals.
  • Will continue their professional development within the same kindergarten following successful completion of the control week.
  • Should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member

3-5 years

(in a childcare setting, preferably the same centre as the first placement)

EPR703
Reflecting on Practice in Professional Experience

Stage 1 (of 2)

Understanding learners in the early years of primary school

During these days Pre Service teachers will:

  • From the beginning of the placement will be expected to be actively observing and documenting children's development and learning in the context of the early years classroom.
  • observe and reflect upon the implementation of the Australian Curriculum in a primary classroom, particularly in the areas of literacy and numeracy
  • Familiarise themselves with the types of assessment used in primary classrooms.
  • Particular emphasis on understanding children's experience of primary school and the primary classroom.
  • Will be expected to become familiar with school and classroom procedures and routines.
  • Participate fully in the life of the classroom, and assist with teaching activities where appropriate.

5-8 years

Early Years Primary classroom under the supervision of an appropriately qualified Primary teacher






EPR703

STAGE 2 (of 2)

25 days

Reflecting on Practice in Professional Experience

During these days Pre-Service teachers will:

  • Actively participate in all aspects of the program with particular emphasis on developing the knowledge and skills relevant to leading and running a preschool/kindergarten program
  • From the beginning of the placement will be expected to be observing and documenting children's development and learning as a basis for planning for individuals and small groups.
  • Will take on increasing responsibility for the program during Weeks 1- 4, aiming for full control by Week 5. This will include observation, planning and teaching for individual children, small groups and whole groups, including planning for focus children.
  • Will also be expected to take on other responsibilities and activities wherever possible and when appropriate. This can include administration and management tasks, and communication families and other professionals, and experiences such as attendance at Management Committee meetings.
  • Will also be undertaking the Deakin Authentic  Teacher Assessment (Deakin ATA) during this placement.
  • Should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • Should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member.
3 - 5 Years


Preschool/Kindergarten program, under the supervision of an appropriately qualified Early Childhood teacher

EPR706

STAGE 1 (of 3)

10-days

Understanding quality provisions for 0-2 year olds

  • The expectations of this placement are that pre-service teachers will have opportunities to develop an understanding of learners and their contexts. This includes students understanding the importance of teachers knowing and understanding children, and the importance of relationships. They are also expected to develop an understanding of quality provisions for 0-2 year olds.
  • We are keen for our students to have opportunities to observe children and routines, but to also be active participants in the program, and to contribute as appropriate.
  • Students are expected to develop and maintain an Early Childhood Practicum Portfolio This portfolio needs to be made available to you as the supervising educator. It will form a basis for discussion and evaluation of their progress in the placement. Students may also have unit tasks that they need to complete during the placement

Birth - 2 years

First early childhood experience

Long day care Centre or Early Learning Centre

EPR706

STAGE 2 (of 3)

25 days

Practicing teaching and assuming responsibility in preschool/kindergarten programs

During these days Pre-Service teachers will:

  • Actively participate in all aspects of the program with particular emphasis on developing the knowledge and skills relevant to leading and running a preschool/kindergarten program
  • From the beginning of the placement will be expected to be observing and documenting children's development and learning as a basis for planning for individuals and small groups.
  • Will take on increasing responsibility for the program during Weeks 1- 4, aiming for full control by Week 5. This will include observation, planning and teaching for individual children, small groups and whole groups, including planning for focus children.
  • Will also be expected to take on other responsibilities and activities wherever possible and when appropriate. This can include administration and management tasks, and communication families and other professionals, and experiences such as attendance at Management Committee meetings.
  • Will also be undertaking the Deakin Authentic  Teacher Assessment (Deakin ATA) during this placement.
  • Should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • Should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member.
3-5 years


Preschool/Kindergarten program, under the supervision of an appropriately qualified Early Childhood teacher

EPR706

STAGE 3 (of 3)

 15 days

Continuing professional development as a teacher in childcare settings

During these days Pre Service teachers will:

  • Actively participate in all aspects of the program with particular emphasis on understanding teaching and learning in a childcare context
  • From the beginning of the placement will be expected to be observing and documenting children's development and learning as a basis for planning for individuals and small groups.
  • A particular focus on understanding diversity, inclusion and provision for additional needs in the centre and community context
  • Will take on increasing responsibilities for observation.

3-5 years

Preschool program in a child care setting, under the supervision of an appropriately qualified Early Childhood teacher


Contacts

Contact - for Burwood and Geelong students.

Sue Ross
+61 3 52272059
s.ross@deakin.edu.au

Course Director
Julianne Moss
+61 3 924 46597
julianne.moss@deakin.edu.au

Early Childhood strand
Anne-Marie Morrissey
+61 3 924 46459
anne-marie.morrissey@deakin.edu.au

Note: For further information in regards to Professional Experience Guidelines and Policies please click on the following link: Guidelines and Policies


EARLY CHILDHOOD COURSE

Master of Teaching E760

FORMS

Emergency Contact Form (DOCX, 55.6 KB)
Pre-service teachers should fill it out and give it to the student teacher coordinator/director at the school in a sealed envelope. This ensures that the school/centre has contact details in the event of an emergency.

Attendance Form (DOCX, 20.2 KB)

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

Master of Teaching (Early Childhood) - Overview

Master of Teaching (Early Childhood)

Overview

The Early Childhood strand in the Master of Teaching and the early exit Graduate Diploma of Teaching emphasise the developmental and educational needs of young children and examine teaching and learning practices appropriate for children from birth to five years of age. Course content covers all areas of program preparation, professional understandings, experience and skills required of early childhood educators.

Graduates of the Early Childhood strand at master of teaching and graduate diploma levels will:

  • have an understanding of the development of children in the age ranges of birth to five years and the implications for the provision of care and educational services in childcare centres, kindergartens, and a range of other early childhood settings
  • demonstrate an understanding of current curriculum theories and pedagogy in the design and implementation of child-centred, play-based and developmentally appropriate curriculum and its implications for young children in early childhood settings. This will include understanding of relevant curriculum frameworks and their application
  • be able to plan, implement and evaluate learning experiences across a range of learning areas for infants and young children and show an awareness of development, individual needs and desired learning outcomes
  • demonstrate an understanding of the diversity of Australian society and the influence of culture, family circumstances, gender and disability on development and the influence of these on the education of young children
  • show an awareness of the importance of parent involvement in the education of young children and be able to form partnerships with parents concerning their child's care and education
  • understand principles of management, leadership, and advocacy for collaborative work-based practices in early childhood services
  • understand the diverse roles of teachers in early childhood settings, and,
  • show an awareness of current issues in early childhood education and the need for continued reflection and research as a basis for examining the significance of these issues on practice.

Rules and Expectations

The expectation is that professional experience will include a range of pre-service teacher experiences. It is also expected that pre-service teachers will be evaluated by a qualified supervisor, who is not a friend/relative of the Deakin University pre-service teacher.

  • Working with Children Check (WWCC). All pre-service teachers who commence Education courses in 2013 will complete a WWCC, undertaken at enrolment and using the Faculty's processes. Pre-service teachers will not be permitted to undertake any professional experience placements unless the Professional Experience Office has a copy of the WWCC card and a completed Consent to Release Information Form.
  • The Professional Experience Office organises all placements but it is Early Childhood centres and kindergartens themselves that make decisions about the pre-service teachers they are willing to place.
  • Pre-service teachers undertake the specified number of professional experience days in whole days (or equivalent) in conjunction with their course-work studies and during the timetabled dates. Failure to complete the specified number of days, or failure to complete the number of days within a reasonable timeframe, will lead to the result for that placement being entered as a'fail'(N).
  • Professional experience is supervised professional practice in an educational setting, organised and documented by the Deakin University Professional Experience Office, in accordance with course requirements. Supervision must be undertaken by Early Childhood Practitioners with appropriate qualifications, ie a Bachelor of Early Childhood Education degree or equivalent.
  • Professional experience cannot be undertaken at a centre where the pre-service teacher is a relative, employer of the teacher who would be the supervisor, centre owner or has a child attending the centre.
  • Directors or managers have the discretion and authority to instruct pre-service teachers to remove themselves from the centre and not return. Pre-service teachers to whom this occurs will be excluded and required by the Faculty Academic Progress and Discipline Committee (FAPDC) to 'show cause'. It is imperative that a pre-service teacher in this situation immediately contacts the Professional Experience Office, so that Deakin University may provide appropriate advice to all parties.

To pass the Professional Experience units

Pre-service teachers will be required to fulfil the specified requirements related to each placement in EPR701, EPR702 (705) or EPR703 (706) and work towards achieving the overall competencies. Undertaking tasks and projects related to course work units is also considered part of the professional experience, and may involve interviewing, photographing or recording (audio or video) staff, parents, children or community members for assignment use only.
The practicum days must be completed satisfactorily to pass the professional experience units. Pre-service teachers will not be able to proceed to the next professional experience unit until both the academic and practicum components of the current one have been passed. If a pre-service teacher passes the practicum component but does not pass the academic part,the whole unit including the practicum has to be repeated.

These rules ensure that:

  • pre-service teachers are placed so that course requirements are met
  • the relationship between Deakin University and educational workplaces remains robust from one year to the next, to enable pre-service teachers to be placed into the future
  • pre-service teachers recognise that they have both rights and obligations as pre-service teachers undertaking an early childhood education degree.
  • The rules are the result of accumulated experience with both pre-service teachers and educational workplaces over the years.
  • It is possible for a course panel to consider occasional exemptions to some of the above when reasons for these are presented in writing. The decision of the panel (sometimes made in conjunction with ECA) is final.

Contacting the child care centre/kindergarten

It is the pre-service teachers responsibility to contact the director/manager of the centre or kindergarten and make an appointment to visit the Supervisor in the week before the placement. This allows arrangements for the placement and teaching responsibilities to be made. However it is not the responsibility of the student to organise their own placement, this is done by the Professional Experience Office.

Commitment to the Early Childhood professional experience placements

Pre-service teachers enrol in the course in the knowledge that there is a field based learning component that must be met. Professional experience placements require a full commitment and it is therefore expected that pre-service teachers' other commitments will reflect this accordingly. Pre-service teachers must not arrive late or leave early due to other commitments, as the placement should be the first priority. The placement must be completed in whole days. Half days do not count towards the total number of placement days. In general, pre-service teachers should attend the same times as their supervisor, and average 7.5-8 hours per day including a break.

During birth-2 placement, pre-service teachers are expected to complete at least one early shift and one late shift at the centre, to experience the full range of the centre's activities.

It is expected that pre-service teachers will attend meetings, etc. on the days that they are scheduled to attend the placement. Professional development activities and excursions that occur during the placement are also counted if the Manager/Director/Supervisor indicates the pre-service teacher can attend, and you should take every opportunity to participate in these. Any days missed due to sickness or public holidays must be made up by negotiating with the placement setting and the Deakin University Professional Experience Office immediately.

Withdrawal from a professional experience unit

Pre-service teachers must not withdraw from a professional experience unit without advice from the Early Childhood Strand Co-ordinator and the Deakin University Professional Experience Office, or enrolment in, and completion of, the Master of Teaching or Graduate Diploma of Teaching will be jeopardised.

Special consideration and professional experience placement

In general, an application for Special Consideration (granted in the case of serious medical or other disruption) can only be dealt with in one of 2 ways: either by withdrawal from the professional experience unit code or by having the placement postponed (and completed within the same year). The Special Consideration application must be submitted as per Faculty rules and pre-service teachers must contact the Deakin University Professional Experience Office urgently.

Professional experience requirements, competencies and standards

Each professional experience placement has specific requirements and competencies that need to be met. It is in the best interest of the pre-service teacher to begin working towards the achievement of these as soon as possible. Pre-service teachers should systematically date and document their progress towards these requirements and towards the Standards for Graduate Teachers in Early Childhood Education.

Deakin tasks

While on professional experience placements, pre-service teachers will be working on integrated assessment activities that have been included in the coursework units of the Master of Teaching or Graduate Diploma of Teaching. As part of these tasks, pre-service teachers may be asked to interview or survey staff or children or view particular Kindergarten or provider documentation, procedures etc. This should only be undertaken with the knowledge and permission of the educational workplace authorities.

Orientation to centre

During the first few days of the placement pre-service teachers should:

  • establish relationships with the staff and children
  • develop an understanding of the centre, its philosophy and basic routines, and staff expectations of children, parents and staff. Some centres will have specific policy guidelines for pre-service teachers on placement and pre-service teachers will need to make sure that they are familiar with and adhere to these centre requirements
  • negotiate expectations for the placement with the Supervisor
  • participate fully as a team member in the general management of the children and the environment.
  • On the first day of the placement pre-service teachers should:
  • record observations of individual children and group dynamics to help decide a focus for any unit related tasks or projects
  • discuss the focus for this work with the Supervisor and make intentions clear
  • discuss whether parental permission will be needed for implementation of the unit tasks/projects and attain written permission if necessary.

Participation in program development

Pre-service teachers should contribute to weekly program planning by sharing observational information gathered about children's development and interests. Pre-service teachers should also contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and assist staff at all times with distributing and packing up equipment, rubbish removal, and general duties such as keeping kitchen and storage areas clean and tidy.

Seeking professional feedback

Students should seek daily feedback from their Supervisor on their participation in the centre program and on their growth as a professional educator.

Assessment of professional experience

The working relationship between the pre-service teacher and the supervisor is critical. Supervisors are asked to contact the Early Childhood Professional Experience Officer, Sue Ross if they wish to discuss the progress of individual pre-service teachers. Phone 03 5227 2059 or email s.ross@deakin.edu.au
Information which is given to the pre-service teacher by the Supervisor, the Centre Manager/Director, or a Deakin staff member, should be in a form that:

  • enables the pre-service teacher to critically reflect on his/her own practice with a view to refinement or to try alternative strategies
  • challenges the pre-service teacher to consider different ways of looking at issues with a view to becoming more fully informed within any given situation, (e.g. knowledge, skills, awareness of alternative methodologies and/or strategies).

The recommended procedures for monitoring pre-service teacher progress are

  • observation and supervision of the pre-service teacher in action
  • checking of documentation/ written work, i.e. observations, plans and activities for appropriateness and accuracy etc.
  • continuous feedback (verbal or written) throughout the placement
  • written feedback at the conclusion of each placement.

Early Childhood portfolios

Each pre-service teacher must set up and maintain a Professional Experience Portfolio and be guided by the following as to the type of sections they may like to include, and how the information can be organised.
Please note that the portfolio needs to be kept up to date throughout the placement. Some of the material in the portfolio may also be integrated into relevant unit assignments, and thus form part of the assessment for those units. Also note that pre-service teachers may be asked to submit the portfolio to a Master /Graduate Diploma
of Teaching Course staff member,at the completion of the placement, for confirmation that all written work and portfolio requirements have been met.

Section 1: Requirements, reflective reviews, and attendance records

  • Include the Professional Experience requirements and competencies.
  • Record your attendance by using the Placement Attendance Record Sheet. It is important that this is kept up to date and signed regularly by the Supervisor.

Section 2: Competency and graduate standards records

  • Record strategies for achieving the required competencies and Standards for Graduate Early Childhood Education Teachers
  • Record brief details of how and when each competency/standard has been met, or how you are working towards meeting each competency/standard (this might be cross-referenced to other notes/pages in your Professional Experience Portfolio to avoid repetition)
  • Written feedback from Supervisors.

Section 3: Resource file

  • Collect any resources that may be of value to you, i.e., names and addresses of suppliers, pro-forma of sheets sent to parents, administration, books, songs, poems and any other material related to your resource file.

Section 4: Child observations and program planning

  • Write the first names, dates of birth, and ages of all the children in the group(s) you will work with during your professional experience placement
  • Record child observation records as relevant to the professional experience requirements
  • Program planning and evaluations as relevant to the requirements, detailing evidence of your teaching intentions and processes for assisting children's learning, guidance for staff, time management, and evidence of your teaching and children's learning.

Section 5: Unit related tasks/projects

  • Record documentation according to unit related tasks/projects.

Section 6: General information about the centre

  • overall policies of the centre
  • goals/aims/objectives of the centre
  • centre booklet
  • information relating to admission of new children to the centre
  • fee scales
  • details of staffing in the centre, including the awards which the staff are employed under.
  • centre budget: Who manages this? What subsidies are held?
  • general records maintained by the centre, re monthly reports
  • insurance policies the centre holds and the purpose of each
  • procedures for maintenance of the buildings, grounds and equipment
  • centre's policy regarding children with special needs?
  • excursions and incursions - how these are organised? When do they occur? What forms does the centre use etc.

Section 7: Health, safety and nutrition

  • Note where first aid materials are kept
  • Note fire safety plan and exits
  • Note accident register and other mean of recording accidents
  • Note how the medication book is set up. What procedures does the centre use for the children?
  • Include a copy of a sample weekly menu
  • Note any possible safety hazards/risks in the building, playground or with regard to particular equipment.
  • Does the centre conduct yearly medical/dental examinations? When and how are these organised?

Master of Teaching (Primary)

Master of Teaching - Primary

Students enrolling in 2015

Timetable

International Students

Course-related decisions you make may impact on your ability to apply for other non-student visa options. Please read 'Important information - International Students Applying for AITSL Assisted Migration Visa' at the Professional Experience Policies and Guidelines


Placement Expectations - For Supervising Teachers and Current Students:

Please click on the links below to download a copy of the 'Memos' which include placement expectations. These expectations are also summarised here.

Primary:

1st Year - 10 day Placement - EPR701 (DOC, 65.5 KB)

1st Year - 25 day Placement - EPR702 (DOC, 58.5 KB)
2nd Year - 25 day Placement - EPR703 (DOC, 66.0 KB)


Note
: For further information in regards to Professional Experience Guidelines and Policies please click on the following link: Guidelines and Policies

For information regarding the Internship (EPR704): please contact Terry Roache on t.roache@deakin.edu.au
If you require further information on course requirements please use the following link to the Deakin Handbook 2014 - EPR704 Internship

Important Dates:Please refer to the timetables in the strand sections for practicum dates. Preservice teachers must keep these days free of other commitments.

(Date to be advised) - Preservice teachers need to indicate if they intend studying over the Trimester 3 period and will need to enroll in Tri 3 units by this date. Please note down the receipt number as proof of your enrolment. Preservice teachers doing EPR703 in Trimester 3 will need to start their 25 day practicum in October prior to the start of Trimester 3.

Placement Structure:
The three professional experience units consist of both academic and practicum components. Both components of each unit have to be passed before preservice teachers can proceed to the next professional experience unit. Preservice teachers across the three strands of early childhood, primary and secondary teaching will all do the academic components of the three professional experience units together - EPR701, EPR702 and EPR703. Preservice teachers will be placed in a school or early childhood setting relevant to their particular strand.

  • Single Strand - students will complete a total of 60 days of practicum across the 3 professional experience units

If your require more information on each of the individual units please use the following links: EPR701, EPR702 and EPR703

Placement Expectations:

Unit Days Expectations Setting
EPR701 10 day block Observe and work alongside students in a range of contexts and settings from individual to small group and where appropriate whole class. This can be across disciplines, specialists and year levels. Where possible, can be involved in team teaching, but not expected to teach the whole class independently. In one school/setting
EPR702 25 day block

After initial orientation, teach a sequence of lessons or learning experiences building to teaching for one full day by the end of the practicum.

Participate in setting, delivering marking and then reflecting on the process of assessment. Participate fully in the life of the school and to work towards taking on many aspects of the role of the beginning teacher.

Can be placed in the same same school as EPR701
EPR703

25 day block

Plan and teach on average 'two lessons or substantial teaching time of 45 mins' per day building to planning and teaching for whole days. By the end of the placement period we would like the students to have 5 sequential days of 'full control'. Observe as many classes as possible when not teaching.

Participate in setting, delivering marking and then reflecting on the process of assessment. Participate fully in the life of the school and to work towards taking on many aspects of the role of the beginning teacher.

Applied Learning
Plan and teach 2 lessons per day building towards 3 lessons per day.

Deakin ATA - Authentic Teacher Assessment in EPR703

Students will be undertaking the Deakin Authentic Teacher Assessment (Deakin ATA) during this placement. In summary students will be required to focus on students learning; document a sequence of lessons; video tape their own teaching (this will exclude students) and analyse student work samples. Further information about this task will be provided to schools closer to the time of placement.  This task will be assessed by the University staff.

May be placed in a different primary school


Contacts

Burwood Contacts Helen Mandeltort - M.Teach (Secondary)
Ph: 92446434

Sandra Collinson- M. Teach (Primary)
Ph: 9244 6980

Unit Chair Contacts

EPR701
-Robyn Bellingham
Phone:

EPR702 -Colleen Vale
Phone:

EPR703-(Tri1) Michelle Ludecke

EPR703 (Tri 2) - Dr Julianne Moss
Phone:92446597

EPR703 (Tri 3) -Julie Dyer

MASTER OF TEACHING COURSES

Master of Teaching (Secondary)

Master of Teaching - Secondary 

Students enrolling in 2015

Timetable

International Students

Course-related decisions you make may impact on your ability to apply for other non-student visa options. Please read 'Important information - International Students Applying for AITSL Assisted Migration Visa' at the Professional Experience Policies and Guidelines


Placement Expectations - For Supervising Teachers and Current Students:

Please click on the links below to download a copy of the 'Memos' which include placement expectations. These expectations are also summarised here.

Secondary:

1st Year - 10 day Placement - EPR701 (DOC, 65.5 KB)

1st Year - 25 day Placement - EPR702 (DOC, 58.5 KB)
2nd Year - 25 day Placement - EPR703 (DOC, 68.0 KB)

Note
: For further information in regards to Professional Experience Guidelines and Policies please click on the following link: Guidelines and Policies

For information regarding the Internship (EPR704): please contact Terry Roache on t.roache@deakin.edu.au
If you require further information on course requirements please use the following link to the Deakin Handbook 2014 - EPR704 Internship

Important Dates:Please refer to the timetables in the strand sections for practicum dates. Preservice teachers must keep these days free of other commitments.

(Date to be advised) - Preservice teachers need to indicate if they intend studying over the Trimester 3 period and will need to enroll in Tri 3 units by this date. Please note down the receipt number as proof of your enrolment. Preservice teachers doing EPR703 in Trimester 3 will need to start their 25 day practicum in October prior to the start of Trimester 3.

Placement Structure:
The three professional experience units consist of both academic and practicum components. Both components of each unit have to be passed before preservice teachers can proceed to the next professional experience unit. Preservice teachers across the three strands of early childhood, primary and secondary teaching will all do the academic components of the three professional experience units together - EPR701, EPR702 and EPR703. Preservice teachers will be placed in a school or early childhood setting relevant to their particular strand.

  • Single Strand - students will complete a total of 60 days of practicum across the 3 professional experience units

If your require more information on each of the individual units please use the following links: EPR701, EPR702 and EPR703

Placement Expectations:

Unit Days Expectations Setting
EPR701 10 day block Secondary - observe and work alongside students in a range of contexts and settings from individual to small group and where appropriate whole class. This can be across disciplines, specialists and year levels. Where possible, can be involved in team teaching, but not expected to teach the whole class independently. In one school/setting
EPR702 25 day block

Secondary - after initial orientation, plan and teach on average 'one lesson or substantial teaching time of 45 mins' per day in each method and building to planning and teaching a sequence of lessons or learning experiences

Secondary - Participate in setting, delivering marking and then reflecting on the process of assessment. Participate fully in the life of the school and to work towards taking on many aspects of the role of the beginning teacher.

Can be placed in the same same school as EPR701
EPR703

25 day block

Secondary - Plan and teach on average 'one lesson or substantial teaching time of 45 mins' per day in each method and building to planning and teaching a sequence of lessons or learning experiences. If possible teach 2 lessons per day in each method. Observe on average 'one lesson or substantial teaching time of 45 mins' per day in each method.

Secondary - Participate in setting, delivering marking and then reflecting on the process of assessment. Participate fully in the life of the school and to work towards taking on many aspects of the role of the beginning teacher.

Deakin ATA - Authentic Teacher Assessment in EPR703

Students will be undertaking the Deakin Authentic Teacher Assessment (Deakin ATA) during this placement. In summary students will be required to focus on students learning; document a sequence of lessons; video tape their own teaching (this will exclude students) and analyse student work samples. Further information about this task will be provided to schools closer to the time of placement.  This task will be assessed by the University staff.

May be placed in a different school - subject to availability of secondary methods.




Contacts

Burwood Contacts Helen Mandeltort - M.Teach (Secondary)
Ph: 92446434

Lauren Watson - M. Teach (Primary)
Ph: 9244 6980

Unit Chair Contacts

EPR701
- Robyn Bellingham

EPR702 - Colleen Vale
Phone: 9244 6390

EPR703 - (Tri 1) Michelle Ludecke

(Tri 2) Dr Julianne Moss

Phone: 9244 6597


EPR703 & EPR707 (Tri 2) - Dr Julianne Moss
Phone:92446597

EPR703 (Tri 3) - Julie Dyer

Phone: 9244 6725


MASTER OF TEACHING COURSES

Master of Teaching Dual Strand (Primary / Early Childhood)

Master of Teaching - Dual Strand (Primary / Early Childhood)

Timetable

International Students

Course-related decisions you make may impact on your ability to apply for other non-student visa options. Please read 'Important information - International Students Applying for AITSL Assisted Migration Visa' at the Professional Experience Policies and Guidelines


Placement Expectations - For Supervising Teachers and Current Students:

Updated memos to be published shortly

Note: For further information in regards to Professional Experience Guidelines and Policies please click on the following link: Guidelines and Policies

Placement Structure:
The three professional experience units consist of both academic and practicum components. Both components of each unit have to be passed before preservice teachers can proceed to the next professional experience unit. Preservice teachers across the three strands of early childhood, primary and secondary teaching will all do the academic components of the three professional experience units together - EPR701, EPR702 and EPR7036. Preservice teachers will be placed in a school or early childhood setting relevant to their particular strand.

  • Dual Strand - Primary and Early Childhood students will complete both EPR701 (2 x 10 days) and EPR702 (25 days) in a primary setting and EPR706 (50 days) in an early childhood setting.

If your require more information on each of the individual units please use the following links: EPR701, EPR702 and EPR706 to be advised.

Placement Expectations:

Unit Days Expectations Setting
EPR701 2 x 10 day block Observe and work alongside students in a range of contexts and settings from individual to small group and where appropriate whole class. This can be across disciplines, specialists and year levels. Where possible, can be involved in team teaching, but not expected to teach the whole class independently. In one school/setting
EPR702 25 day block

After initial orientation, teach a sequence of lessons or learning experiences building to teaching for one full day by the end of the practicum.

Participate in setting, delivering marking and then reflecting on the process of assessment. Participate fully in the life of the school and to work towards taking on many aspects of the role of the beginning teacher.


EPR706

50 days

(10 days birth - 2;

25 days age 3 - 5;

15 days age 3-5)

Expectations to be advised shortly.

Contacts

Burwood Contacts

Lauren Watson - M. Teach (Primary)
Ph: 9244 6980

Geelong Contacts

Sue Ross - M. Teach (Early Childhood)

Phone: 5227 2059

Unit Chair Contacts

EPR701
-Robyn Bellingham

Phone:TBA

EPR702 - Colleen Vale

Phone: 9244 6390

EPR706 - TBA


MASTER OF TEACHING COURSES

Master of Teaching Dual Strand (Primary / Secondary)

Master of Teaching - Dual Strand (Primary / Secondary)

Timetable

International Students

Course-related decisions you make may impact on your ability to apply for other non-student visa options. Please read 'Important information - International Students Applying for AITSL Assisted Migration Visa' at the Professional Experience Policies and Guidelines


Placement Expectations - For Supervising Teachers and Current Students:

Updated memos to be published here shortly.

Note
: For further information in regards to Professional Experience Guidelines and Policies please click on the following link: Guidelines and Policies

Placement Structure:
The three professional experience units consist of both academic and practicum components. Both components of each unit have to be passed before preservice teachers can proceed to the next professional experience unit. Preservice teachers across the three strands of early childhood, primary and secondary teaching will all do the academic components of the three professional experience units together - EPR701, EPR702 and EPR703. Preservice teachers will be placed in a school or early childhood setting relevant to their particular strand.

  • Dual Strand - Primary and Secondary will complete both EPR701 (2 x 10 days) and EPR702 (25 days) in their first strand and EPR709 (45 days -5 days + 15 days + 25 days) in their second strand.

If your require more information on each of the individual units please use the following links: EPR701, EPR702 and EPR703

Placement Expectations:

Unit Days Expectations Setting
EPR701 2 x 10 day block Observe and work alongside students in a range of contexts and settings from individual to small group and where appropriate whole class. This can be across year levels and specialists. Where possible, can be involved in team teaching, but not expected to teach the whole class independently. In one school/setting
EPR702 25 day block

After initial orientation, teach a sequence of lessons or learning experiences building to teaching for one full day by the end of the practicum.

Participate in setting, delivering marking and then reflecting on the process of assessment. Participate fully in the life of the school and to work towards taking on many aspects of the role of the beginning teacher.

 
EPR709

45 days in total  (5 days + 15 days + 25 days)

Plan and teach on average 'one lesson or substantial teaching time of 45 mins' per day in each method and building to planning and teaching a sequence of lessons or learning experiences. If possible teach 2 lessons per day in each method. Observe on average 'one lesson or substantial teaching time of 45 mins' per day in each method.

Participate in setting, delivering marking and then reflecting on the process of assessment. Participate fully in the life of the school and to work towards taking on many aspects of the role of the beginning teacher.

Deakin ATA - Authentic Teacher Assessment in EPR703

Students will be undertaking the Deakin Authentic Teacher Assessment (Deakin ATA) during this placement. In summary students will be required to focus on students learning; document a sequence of lessons; video tape their own teaching (this will exclude students) and analyse student work samples.  Further information about this task will be provided to schools closer to the time of placement.  This task will be assessed by the University staff.



Contacts

Burwood Contacts Helen Mandeltort - M.Teach (Secondary)
Ph: 92446434

Lauren Watson - M. Teach (Primary)
Ph: 9244 6980

Unit Chair Contacts

EPR701
- Robin Bellingham
Phone:

EPR702 - Colleen Vale
Phone: 9244 6390

EPR703 - (Tri 1) Michelle Ludecke

(Tri 2) Dr Julianne Moss

Phone: 9244 6597


EPR703 & EPR707 (Tri 2) - Dr Julianne Moss
Phone:92446597

EPR703 (Tri 3) - Julie Dyer

Phone: 9244 6725


MASTER OF TEACHING COURSES

Master of Teaching Cloud (Off Campus)

Master of Teaching Cloud (Off Campus)

This section provides information for the Master of. Teaching off campus students on their course structure and placement organisation. Please note that there is no timetable for off campus placements as students are able to nominate their placement dates within the Trimester by communicating with the off campus Professional Experience Office as per the following information.

**IMPORTANT - The 'full time' default that is listed on the InPlace questionnaire is just (a default). This DOES NOT mean you are ENROLLED as a FULL TIME student.**

Organising Your Placement

All placements must be organised through the off-campus Professional Experience Office. Pre-service teachers undertaking this course are in a wide variety of geographic locations therefore the following process for organising placements is to be followed:

All placements are undertaken in consecutive days EPR701 10 days, EPR702 25 days and EPR703 25 days. Students enrolled in the dual strand undertake EPR709 45 days in their final year. Placements are generally in blocks of 5 days per week but can be requested for no less than 3 days per week (but there are no guarantees that a school will be willing to place pre-service teachers for this arrangement). For less than 5 days attendance Pre-service teachers will be required to complete 4/5 days in the final week of placement.

Examples:

Attending
July 21 to August 22 x 25 days

Attending
@ 3 days per week Mondays, Tuesdays and Wednesdays from July 21 to Sept 12 x 25 days (attending 4 days in the final week)

Attending
@ 4 days per week Tuesdays to
Fridays from July 22 to August 29 x 25 days (attending 5 days in the final week)

For Secondary placements Pre-service teachers are placed for both teaching method areas.

Pre-service teachers must send the placement request information form allowing at least 14 weeks notice of placement dates.

  1. Complete the placement information form provided and return by email. If mailing your request, please contact our office to ensure it has been received.
  2. Ensure all details on the form are complete.
  3. Provide 3 school preferences and a list of suburb preferences, failure to nominate several school preferences may affect pre-service teacher's commencement dates.
  4. Clearly indicate how the placement is to be structured (dates and days). Pre-service teachers undertaking less than 5 days per week must indicate which days they will attend.

Teaching Requirements for placement by Unit

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

Course Structure

2015 students please see the following link: www.deakin.edu.au/arts-ed/students/course-structures

Contacting schools in Victoria

Pre-service teachers residing in Victoria do not contact schools directly regarding placements. Once the above request is received the Professional Experience office will contact the school.

Contacting schools - interstate or overseas

Pre-service teachers residing interstate or overseas should contact schools directly to ascertain possibility of placement within their school and negotiate possible dates. Complete the school information section of the placement form and our office will send the school an official request. Please note that students negotiating placements directly with schools still need to provide appropriate notice of placement dates as above.

Overseas placements - please note that students must complete over 51% of placements in Australian schools to be eligible for teaching registration.  Students undertaking the dual strand of the course (2015 onwards) are not eligible to undertake any placements in an overseas setting.


Contact Details

Ms Tania Harvey
Telephone: 03 5227 2206
Email: tania.harvey@deakin.edu.au
(Available Monday to Thursday)

Note: For further information in regards to Professional Experience Guidelines and Policies please click on the following link: Guidelines and Policies

Master of Applied Learning and Teaching (MALT)

Master of Applied Learning and Teaching (MALT)

Welcome to the Professional Experience website, where you will find all the information that you need, whether you are a pre-service or graduate teacher, school coordinator, supervising teacher or university mentor.

Professional Experience is a core requirement of our pre-service and graduate teaching courses. It is an integral component that helps link theoretical studies to practice.
Students must be available to attend unpaid Professional Experience on a full-time basis for a number of weeks per year.

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

Course overview

The Master of Applied Learning and Teaching course will personalise participants' learning experiences by adopting a problem-based approach that is closely aligned with authentic school improvement initiatives, and linking theory and practice through strong work-integrated learning partnerships with Primary and Secondary schools across Melbourne, Geelong and Warrnambool forming what is called the Deakin Academies. Participants will be asked to engage critically with their developing expertise in teaching practice and be open to contemporary ideas and research challenging traditional transmissive approaches to teaching and responding to a need for greater cultural diversity and inclusivity in patterns of Australian educational participation.

MALT Contacts

Course Director - MALT Professional Experience Officer
Melissa Wray
+61 3 5227-2542
melissa.wray@deakin.edu.au

Trace Ollis
+61 3 5227 1489
trace.ollis@deakin.edu.au

E730 - Professional Practice in MALT

In addition to 75 days of professional experience in schools, students will complete 20 unsupervised professional development days, by participating in professional development that is organised through the professional development activities that the School and University offers.

Working With Children Check (WWCC)

Students who intend to undertake practicum in Victorian schools are required to complete a WWCC unless a copy of Victorian teacher registration is provided. Students requiring a WWCC should contact the staff listed below:

Melissa Wray - melissa.wray@deakin.edu.au


For students enrolled in 2014 and earlier

Timetables, Placement Expectations and Contacts

Master of Teaching (Early Childhood)

Master of Teaching (Early Childhood)

Timetables

International Students

Course-related decisions you make may impact on your ability to apply for other non-student visa options. Please read 'Important information - International Students Applying for AITSL Assisted Migration Visa' at the Professional Experience Policies and Guidelines

The Early Childhood strand in the Master of Teaching and the early exit Graduate Diploma of Teaching emphasise the developmental and educational needs of young children and examine teaching and learning practices appropriate for children from birth to five years of age. Course content covers all areas of program preparation, professional understandings, experience and skills required of early childhood educators.


Placement Expectations - Master of Teaching:

EPR701
10 days
Planning for Learning in Professional Experience

During these days the pre-service teacher will be expected to

  • actively participate in the programme
  • be observing and documenting children's development and learning as a basis for planning for individuals and small groups.
  • implement and evaluate these plans in consultation with their supervising teacher.begin to take responsibility for areas of the programme.
  • should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member

3-5 years
Under the supervision of an appropriately qualified Early Childhood teacher.

EPR702
25 days
Managing Teaching in Professional Experience

During these days the pre-service teacher will be expected to

  • participate in all aspects of the programme, with a particular emphasis on developing the knowledge and skills relevant to a kindergarten teacher and director.
  • take on increasing responsibility for the programme during Weeks 1-3, aiming for full control in Week 4. This will include observation, planning and teaching for individual children, small groups and whole groups, including planning for focus children.
  • take on the responsibilities of the Director's role during control week, wherever possible and when appropriate. This can include administration and management tasks, and communication and liaison with management committees, families and other professionals.
  • will continue their professional development within the same kindergarten following successful completion of the control week.
  • should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member

3-5 years
(in most cases the same centre as the first placement)

EPR703
25 days
Reflecting on Practice in Professional Experience

During these days the pre-service teacher will be expected to

  • continue working towards the Graduate Standards for Early Childhood Teachers, with a particular focus on the Standards for Professional Engagement and Commitment.
  • assume increasing responsibility for planning the programme for a group of birth - two year-olds within the centre, taking full control in Week 4.
  • focus on the development of knowledge and skills in relation to childcare administration and management, polices, accreditation processes, and partnerships with families and community following successful completion of the control week.
  • be undertaking the Deakin Authentic Teacher Assessment (Deakin ATA) during this placement.
  • keep a JOURNAL in which all of their experiences and reflections are kept as well as progress with the Deakin ATA.
  • share the journal with the Professional Experience teaching staff.
  • Throughout this placement there will be an emphasis on the development of skill in reflective practice, and pedagogical and professional leadership and advocacy in a childcare context, particularly in relation to quality provisions for children from birth - two years.
  • should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member

Birth - 2 years
Under the supervision of an appropriately qualified Early Childhood teacher or educator.

For more information on alternative experiences in your last 5 days of the EPR703 practicum you will need to consult with the Course Strand Coordinator - Anne-Marie Morrissey


Primary Strand First - Adding Early Childhood

In summary the placements will be:

EPR701 - 10 days in a primary school
EPR702 - 25 days in a primary school
EPR706 - 45 days consisting of 25 days in 3 - 5 year old in August and 20 days in birth - 2 year old in October

EPR701
10 Days
Planning for Learning in Professional Experience

Pre-service teachers will:
  • Begin working towards the achievement of the 
    VIT Standards for Graduate Teachers.

Primary School

EPR702
25 Days
Managing Teaching in Professional Experience

Pre-service teachers will:

  • be expected lo take on increasing responsibility aiming to assume full classroom control in the final week

Continued in the Primary school that Placement 1 was undertaken

EPR706
25 days
Reflecting on Practice in Professional Experience

Pre Service teachers will:

  • actively participate in all aspects of the programme
  • from the beginning of the placement will be expected to be observing and documenting children's development and learning as a basis for planning for individuals and small groups.
  • particular emphasis on developing the knowledge and skills relevant to a kindergarten teacher and director.
  • will take on increasing responsibility for the programme during Weeks 14, aiming for full control in Week 5. This will include observation, planning and teaching for individual children, small groups and whole groups, including planning for focus children.
  • will also be expected to take on the responsibilities of the Director's role during control week, wherever possible and when appropriate. This can include administration and management tasks, and communication and liaison with management committees, families and other professionals.
  • will also be undertaking the Deakin Authentic Teacher Assessment (Deakin ATA) during this placement.
  • should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member.

3-5 years
Kindergarten setting, under the supervision of an appropriately qualified Early Childhood teacher

EPR706 - continued
20 days

  • Pre Service teachers will: be expected to continue working towards the Graduate Standards for Early Childhood Teachers, with a particular focus on the Standards for Professional Engagement and Commitment.
    be expected to assume increasing responsibility for planning the programme for a group of birth - two year-olds within the centre, taking full control in Week 3.
    focus in Week 4 on the development of knowledge and skills in relation to childcare administration and management, policies, accreditation processes, and partnerships with families and community.
    Also focus on the development of skills in reflective practice, and pedagogical and professional leadership and advocacy in a childcare context, particularly in relation to quality provisions for children from birth - two years.

0-2 years
Childcare setting under the supervision of an appropriately qualified Early Childhood teacher or educator.


Early Childhood Strand - Adding Primary

In summary the placements will be:

  • EPR701 - 10 days in a 3 - 5 year old setting;
  • EPR705 - 25 days in a 3 - 5 year old setting in August and 20 days in a birth - 2 year old room in October.
  • EPR707 - 31 days in a primary school

EPR701
10 days
Planning for Learning in Professional Experience

Pre Service teachers will:

  • begin working towards the achievement of the Graduate Standards for Early Childhood
  • implement and evaluate these plans in consultation with their supervising teacher.
  • actively participate in the programme, and will be expected to be observing and documenting children's development and learning as a basis for planning for individuals and small groups.
  • implement and evaluate these plans in consultation with their supervising teacher.
  • begin to take responsibility for areas of the programme.

3-5 years
Kindergarten setting under the supervision of an appropriately qualified Early Childhood teacher

EPR705
25 days
Managing Teaching in Professional Experience

Pre-service teachers will:

  • be expected to participate in all aspects of the programme, with a particular emphasis on developing the knowledge and skills relevant to a kindergarten teacher and director.
  • take on increasing responsibility for the programme during Weeks 1- 3, aiming for full control in Week 4.
  • include observation, planning and teaching for individual children, small groups and whole groups, including planning for focus children.
  • be expected to take on the responsibilities of the Director's role during control week, wherever possible and when appropriate. This can include administration and management tasks, and communication and liaison with management committees, families and other professionals.
  • should contribute to weekly program planning by sharing observational information gathered about children's development and interests.
  • should contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and participate fully as a staff member.

3-5 years
Kindergarten setting in most cases the same centre in which they did their first placement.

EPR705- continued
20 days

Pre-service teachers will:

  • continue working towards the Standards for Graduate Teachers, with a particular focus on the Standards for Professional Engagement and Commitment.
  • assume increasing responsibility for planning the programme for a group of birth - two year-olds within the centre, taking full control in Week 3.
  • focus ( in week 4) on the development of knowledge and skills in relation to childcare administration and management, policies, accreditation processes, and partnerships with families and community.
  • focus on the development of skills in reflective practice, and pedagogical and professional leadership and advocacy in a childcare context, particularly in relation to quality provisions for children from birth - two years.

0-2 years Childcare setting, under the supervision of an appropriately qualified Early Childhood teacher or educator

EPR707
31 days
Reflecting on Practice in Professional Experience

Pre-service teachers will:

Primary School, working towards the achievement of the VIT Standards for Graduate Teachers
6 days of observation in a primary school, completed with a 25 day block


Contacts

Contact - for Burwood and Geelong students.

Sue Ross
+61 3 52272059
s.ross@deakin.edu.au

Course Director
Julianne Moss
+61 3 924 46597
julianne.moss@deakin.edu.au

Early Childhood strand
Anne-Marie Morrissey
+61 3 924 46459
anne-marie.morrissey@deakin.edu.au

Note: For further information in regards to Professional Experience Guidelines and Policies please click on the following link: Guidelines and Policies


EARLY CHILDHOOD COURSE

Master of Teaching E760

FORMS

Emergency Contact Form (DOCX, 55.6 KB)
Pre-service teachers should fill it out and give it to the student teacher coordinator/director at the school in a sealed envelope. This ensures that the school/centre has contact details in the event of an emergency.

Attendance Form (DOCX, 20.2 KB)

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

Master of Teaching (Early Childhood) - Overview

Master of Teaching (Early Childhood)

Overview

The Early Childhood strand in the Master of Teaching and the early exit Graduate Diploma of Teaching emphasise the developmental and educational needs of young children and examine teaching and learning practices appropriate for children from birth to five years of age. Course content covers all areas of program preparation, professional understandings, experience and skills required of early childhood educators.

Graduates of the Early Childhood strand at master of teaching and graduate diploma levels will:

  • have an understanding of the development of children in the age ranges of birth to five years and the implications for the provision of care and educational services in childcare centres, kindergartens, and a range of other early childhood settings
  • demonstrate an understanding of current curriculum theories and pedagogy in the design and implementation of child-centred, play-based and developmentally appropriate curriculum and its implications for young children in early childhood settings. This will include understanding of relevant curriculum frameworks and their application
  • be able to plan, implement and evaluate learning experiences across a range of learning areas for infants and young children and show an awareness of development, individual needs and desired learning outcomes
  • demonstrate an understanding of the diversity of Australian society and the influence of culture, family circumstances, gender and disability on development and the influence of these on the education of young children
  • show an awareness of the importance of parent involvement in the education of young children and be able to form partnerships with parents concerning their child's care and education
  • understand principles of management, leadership, and advocacy for collaborative work-based practices in early childhood services
  • understand the diverse roles of teachers in early childhood settings, and,
  • show an awareness of current issues in early childhood education and the need for continued reflection and research as a basis for examining the significance of these issues on practice.

Rules and Expectations

The expectation is that professional experience will include a range of pre-service teacher experiences. It is also expected that pre-service teachers will be evaluated by a qualified supervisor, who is not a friend/relative of the Deakin University pre-service teacher.

  • Working with Children Check (WWCC). All pre-service teachers who commence Education courses in 2013 will complete a WWCC, undertaken at enrolment and using the Faculty's processes. Pre-service teachers will not be permitted to undertake any professional experience placements unless the Professional Experience Office has a copy of the WWCC card and a completed Consent to Release Information Form.
  • The Professional Experience Office organises all placements but it is Early Childhood centres and kindergartens themselves that make decisions about the pre-service teachers they are willing to place.
  • Pre-service teachers undertake the specified number of professional experience days in whole days (or equivalent) in conjunction with their course-work studies and during the timetabled dates. Failure to complete the specified number of days, or failure to complete the number of days within a reasonable timeframe, will lead to the result for that placement being entered as a'fail'(N).
  • Professional experience is supervised professional practice in an educational setting, organised and documented by the Deakin University Professional Experience Office, in accordance with course requirements. Supervision must be undertaken by Early Childhood Practitioners with appropriate qualifications, ie a Bachelor of Early Childhood Education degree or equivalent.
  • Professional experience cannot be undertaken at a centre where the pre-service teacher is a relative, employer of the teacher who would be the supervisor, centre owner or has a child attending the centre.
  • Directors or managers have the discretion and authority to instruct pre-service teachers to remove themselves from the centre and not return. Pre-service teachers to whom this occurs will be excluded and required by the Faculty Academic Progress and Discipline Committee (FAPDC) to 'show cause'. It is imperative that a pre-service teacher in this situation immediately contacts the Professional Experience Office, so that Deakin University may provide appropriate advice to all parties.

To pass the Professional Experience units

Pre-service teachers will be required to fulfil the specified requirements related to each placement in EPR701, EPR702 (705) or EPR703 (706) and work towards achieving the overall competencies. Undertaking tasks and projects related to course work units is also considered part of the professional experience, and may involve interviewing, photographing or recording (audio or video) staff, parents, children or community members for assignment use only.
The practicum days must be completed satisfactorily to pass the professional experience units. Pre-service teachers will not be able to proceed to the next professional experience unit until both the academic and practicum components of the current one have been passed. If a pre-service teacher passes the practicum component but does not pass the academic part,the whole unit including the practicum has to be repeated.

These rules ensure that:

  • pre-service teachers are placed so that course requirements are met
  • the relationship between Deakin University and educational workplaces remains robust from one year to the next, to enable pre-service teachers to be placed into the future
  • pre-service teachers recognise that they have both rights and obligations as pre-service teachers undertaking an early childhood education degree.
  • The rules are the result of accumulated experience with both pre-service teachers and educational workplaces over the years.
  • It is possible for a course panel to consider occasional exemptions to some of the above when reasons for these are presented in writing. The decision of the panel (sometimes made in conjunction with ECA) is final.

Contacting the child care centre/kindergarten

It is the pre-service teachers responsibility to contact the director/manager of the centre or kindergarten and make an appointment to visit the Supervisor in the week before the placement. This allows arrangements for the placement and teaching responsibilities to be made. However it is not the responsibility of the student to organise their own placement, this is done by the Professional Experience Office.

Commitment to the Early Childhood professional experience placements

Pre-service teachers enrol in the course in the knowledge that there is a field based learning component that must be met. Professional experience placements require a full commitment and it is therefore expected that pre-service teachers' other commitments will reflect this accordingly. Pre-service teachers must not arrive late or leave early due to other commitments, as the placement should be the first priority. The placement must be completed in whole days. Half days do not count towards the total number of placement days. In general, pre-service teachers should attend the same times as their supervisor, and average 7.5-8 hours per day including a break.

During birth-2 placement, pre-service teachers are expected to complete at least one early shift and one late shift at the centre, to experience the full range of the centre's activities.

It is expected that pre-service teachers will attend meetings, etc. on the days that they are scheduled to attend the placement. Professional development activities and excursions that occur during the placement are also counted if the Manager/Director/Supervisor indicates the pre-service teacher can attend, and you should take every opportunity to participate in these. Any days missed due to sickness or public holidays must be made up by negotiating with the placement setting and the Deakin University Professional Experience Office immediately.

Withdrawal from a professional experience unit

Pre-service teachers must not withdraw from a professional experience unit without advice from the Early Childhood Strand Co-ordinator and the Deakin University Professional Experience Office, or enrolment in, and completion of, the Master of Teaching or Graduate Diploma of Teaching will be jeopardised.

Special consideration and professional experience placement

In general, an application for Special Consideration (granted in the case of serious medical or other disruption) can only be dealt with in one of 2 ways: either by withdrawal from the professional experience unit code or by having the placement postponed (and completed within the same year). The Special Consideration application must be submitted as per Faculty rules and pre-service teachers must contact the Deakin University Professional Experience Office urgently.

Professional experience requirements, competencies and standards

Each professional experience placement has specific requirements and competencies that need to be met. It is in the best interest of the pre-service teacher to begin working towards the achievement of these as soon as possible. Pre-service teachers should systematically date and document their progress towards these requirements and towards the Standards for Graduate Teachers in Early Childhood Education.

Deakin tasks

While on professional experience placements, pre-service teachers will be working on integrated assessment activities that have been included in the coursework units of the Master of Teaching or Graduate Diploma of Teaching. As part of these tasks, pre-service teachers may be asked to interview or survey staff or children or view particular Kindergarten or provider documentation, procedures etc. This should only be undertaken with the knowledge and permission of the educational workplace authorities.

Orientation to centre

During the first few days of the placement pre-service teachers should:

  • establish relationships with the staff and children
  • develop an understanding of the centre, its philosophy and basic routines, and staff expectations of children, parents and staff. Some centres will have specific policy guidelines for pre-service teachers on placement and pre-service teachers will need to make sure that they are familiar with and adhere to these centre requirements
  • negotiate expectations for the placement with the Supervisor
  • participate fully as a team member in the general management of the children and the environment.
  • On the first day of the placement pre-service teachers should:
  • record observations of individual children and group dynamics to help decide a focus for any unit related tasks or projects
  • discuss the focus for this work with the Supervisor and make intentions clear
  • discuss whether parental permission will be needed for implementation of the unit tasks/projects and attain written permission if necessary.

Participation in program development

Pre-service teachers should contribute to weekly program planning by sharing observational information gathered about children's development and interests. Pre-service teachers should also contribute to the general management of the program by sharing in the supervision of the room, play area, and all sessions and/or transitions including the children's arrival and departure, and assist staff at all times with distributing and packing up equipment, rubbish removal, and general duties such as keeping kitchen and storage areas clean and tidy.

Seeking professional feedback

Students should seek daily feedback from their Supervisor on their participation in the centre program and on their growth as a professional educator.

Assessment of professional experience

The working relationship between the pre-service teacher and the supervisor is critical. Supervisors are asked to contact the Early Childhood Professional Experience Officer, Sue Ross if they wish to discuss the progress of individual pre-service teachers. Phone 03 5227 2059 or email s.ross@deakin.edu.au
Information which is given to the pre-service teacher by the Supervisor, the Centre Manager/Director, or a Deakin staff member, should be in a form that:

  • enables the pre-service teacher to critically reflect on his/her own practice with a view to refinement or to try alternative strategies
  • challenges the pre-service teacher to consider different ways of looking at issues with a view to becoming more fully informed within any given situation, (e.g. knowledge, skills, awareness of alternative methodologies and/or strategies).

The recommended procedures for monitoring pre-service teacher progress are

  • observation and supervision of the pre-service teacher in action
  • checking of documentation/ written work, i.e. observations, plans and activities for appropriateness and accuracy etc.
  • continuous feedback (verbal or written) throughout the placement
  • written feedback at the conclusion of each placement.

Early Childhood portfolios

Each pre-service teacher must set up and maintain a Professional Experience Portfolio and be guided by the following as to the type of sections they may like to include, and how the information can be organised.
Please note that the portfolio needs to be kept up to date throughout the placement. Some of the material in the portfolio may also be integrated into relevant unit assignments, and thus form part of the assessment for those units. Also note that pre-service teachers may be asked to submit the portfolio to a Master /Graduate Diploma
of Teaching Course staff member,at the completion of the placement, for confirmation that all written work and portfolio requirements have been met.

Section 1: Requirements, reflective reviews, and attendance records

  • Include the Professional Experience requirements and competencies.
  • Record your attendance by using the Placement Attendance Record Sheet. It is important that this is kept up to date and signed regularly by the Supervisor.

Section 2: Competency and graduate standards records

  • Record strategies for achieving the required competencies and Standards for Graduate Early Childhood Education Teachers
  • Record brief details of how and when each competency/standard has been met, or how you are working towards meeting each competency/standard (this might be cross-referenced to other notes/pages in your Professional Experience Portfolio to avoid repetition)
  • Written feedback from Supervisors.

Section 3: Resource file

  • Collect any resources that may be of value to you, i.e., names and addresses of suppliers, pro-forma of sheets sent to parents, administration, books, songs, poems and any other material related to your resource file.

Section 4: Child observations and program planning

  • Write the first names, dates of birth, and ages of all the children in the group(s) you will work with during your professional experience placement
  • Record child observation records as relevant to the professional experience requirements
  • Program planning and evaluations as relevant to the requirements, detailing evidence of your teaching intentions and processes for assisting children's learning, guidance for staff, time management, and evidence of your teaching and children's learning.

Section 5: Unit related tasks/projects

  • Record documentation according to unit related tasks/projects.

Section 6: General information about the centre

  • overall policies of the centre
  • goals/aims/objectives of the centre
  • centre booklet
  • information relating to admission of new children to the centre
  • fee scales
  • details of staffing in the centre, including the awards which the staff are employed under.
  • centre budget: Who manages this? What subsidies are held?
  • general records maintained by the centre, re monthly reports
  • insurance policies the centre holds and the purpose of each
  • procedures for maintenance of the buildings, grounds and equipment
  • centre's policy regarding children with special needs?
  • excursions and incursions - how these are organised? When do they occur? What forms does the centre use etc.

Section 7: Health, safety and nutrition

  • Note where first aid materials are kept
  • Note fire safety plan and exits
  • Note accident register and other mean of recording accidents
  • Note how the medication book is set up. What procedures does the centre use for the children?
  • Include a copy of a sample weekly menu
  • Note any possible safety hazards/risks in the building, playground or with regard to particular equipment.
  • Does the centre conduct yearly medical/dental examinations? When and how are these organised?

Master of Teaching - Primary or Secondary (including single and dual strands)

Master of Teaching - Primary or Secondary
(including single and dual strands)

Timetable

International Students

Course-related decisions you make may impact on your ability to apply for other non-student visa options. Please read 'Important information - International Students Applying for AITSL Assisted Migration Visa' at the Professional Experience Policies and Guidelines


Placement Expectations - For Supervising Teachers and Current Students:

Please click on the links below to download a copy of the 'Memos' which include placement expectations. These expectations are also summarised here.

Early Childhood/Primary:

2nd Year - 31 day Placement - EPR707 (DOC, 67.5 KB)

Primary:

1st Year - 10 day Placement - EPR701 (DOC, 65.5 KB)

1st Year - 25 day Placement - EPR702 (DOC, 58.5 KB)
2nd Year - 25 day Placement - EPR703 (DOC, 66.0 KB)

Secondary:

1st Year - 10 day Placement - EPR701 (DOC, 65.5 KB)

1st Year - 25 day Placement - EPR702 (DOC, 58.5 KB)
2nd Year - 25 day Placement - EPR703 (DOC, 68.0 KB)

Note
: For further information in regards to Professional Experience Guidelines and Policies please click on the following link: Guidelines and Policies
For information regarding the Internship (EPR704): please contact Terry Roache on t.roache@deakin.edu.au
If you require further information on course requirements please use the following link to the Deakin Handbook 2014 - EPR704 Internship

Important Dates:Please refer to the timetables in the strand sections for practicum dates. Preservice teachers must keep these days free of other commitments.

Monday 9 June 2014
- Preservice teachers will be asked to give an indication of strand pathway intentions.

Friday 15 August 2014 - Preservice teachers need to indicate if they intend studying over the Trimester 3 period and will need to enroll in Tri 3 units by this date. Please note down the receipt number as proof of your enrolment. Preservice teachers doing EPR703 in Trimester 3 will need to start their 25 day practicum in October prior to the start of Trimester 3.

Placement Structure:
The three professional experience units consist of both academic and practicum components. Both components of each unit have to be passed before preservice teachers can proceed to the next professional experience unit. Preservice teachers across the three strands of early childhood, primary and secondary teaching will all do the academic components of the three professional experience units together - EPR701, EPR702 and EPR703. Preservice teachers will be placed in a school or early childhood setting relevant to their particular strand.

  • Single Strand - students will complete a total of 60 days of practicum across the 3 professional experience units
  • Dual Strand - Primary and Secondary or Secondary and Primary students will complete both EPR701 (10 days) and EPR702 (25 days) in their first strand and EPR703 (25 days) in their second strand.
  • Students will also be required to complete additional days should they enrol in the Internship, Applied Learning, Research or Leadership strands, in the Trimester following the EPR703 placement.

If your require more information on each of the individual units please use the following links: EPR701, EPR702 and EPR703

Placement Expectations:

Unit Days Expectations Setting
EPR701 10 day block Primary and Secondary - observe and work alongside students in a range of contexts and settings from individual to small group and where appropriate whole class. This can be across disciplines, specialists and year levels. Where possible, can be involved in team teaching, but not expected to teach the whole class independently. In one school/setting
EPR702 25 day block

Primary - after initial orientation, teach a sequence of lessons or learning experiences building to teaching for one full day by the end of the practicum.

Secondary - after initial orientation, plan and teach on average 'one lesson or substantial teaching time of 45 mins' per day in each method and building to planning and teaching a sequence of lessons or learning experiences

Primary and Secondary - Participate in setting, delivering marking and then reflecting on the process of assessment. Participate fully in the life of the school and to work towards taking on many aspects of the role of the beginning teacher.

Can be placed in the same same school as EPR701
EPR703

25 day block

Primary - Plan and teach on average 'two lessons or substantial teaching time of 45 mins' per day building to planning and teaching for whole days. By the end of the placement period we would like the students to have 5 sequential days of 'full control'. Observe as many classes as possible when not teaching.

Secondary - Plan and teach on average 'one lesson or substantial teaching time of 45 mins' per day in each method and building to planning and teaching a sequence of lessons or learning experiences. If possible teach 2 lessons per day in each method. Observe on average 'one lesson or substantial teaching time of 45 mins' per day in each method.

Early Childhood/Primary - Dual Strand - 6 days negotiated followed by 25 day block

Expectations of the first 6 negotiated days - Observation of class, school and teacher routines. Involvement in and assistance with activities, individuals and small groups in the classroom.

Expectations of the remaining 25 day block - Plan and teach on average 'two lessons or substantial teaching time of 45 mins' per day building to planning and teaching for whole days. By the end of the placement period we would like the students to have 5 sequential days of 'full control'. Observe as many classes as possible when not teaching.

All Primary and Secondary - Participate in setting, delivering marking and then reflecting on the process of assessment. Participate fully in the life of the school and to work towards taking on many aspects of the role of the beginning teacher.

Applied Learning
Plan and teach 2 lessons per day building towards 3 lessons per day.

Deakin ATA - Authentic Teacher Assessment in EPR703

Students will be undertaking the Deakin Authentic Teacher Assessment (Deakin ATA) during this placement. In summary students will be required to focus on students learning; document a sequence of lessons; video tape their own teaching (this will exclude students) and analyse student work samples.  Further information about this task will be provided to schools closer to the time of placement.  This task will be assessed by the University staff.

May be placed in a different primary school

May be placed in a different school - subject to availability of secondary methods.

TAFE, school or ACE setting


Dual Strand - Secondary First and Adding Primary
:


For pre-service teachers whose initial strand is secondary and who add primary as their other strand will do EPR701 and EPR702 in secondary schools and EPR703 in a primary school.


Dual Strand - Primary First and Adding Secondary
:


Pre-service teachers whose initial strand is primary and who add secondary as their additional strand, will need to check with the Secondary Strand Coordinator that they have sufficient qualifications for their two secondary methods. They will be placed in primary school for EPR701 and EPR702 and in a secondary school for EPR703 for both methods.


Contacts

Burwood Contacts Helen Mandeltort - M.Teach (Secondary)
Ph: 92446434

Lauren Watson - M. Teach (Primary)
Ph: 9244 6980

Unit Chair Contacts

EPR701
- Dr Kate Johnstone
Phone: 92446443

EPR702 - Dr Jeanne Allen
Phone: 9246 8701

EPR703- Michelle Ludecke

EPR703 & EPR707 (Tri 2) - Dr Julianne Moss
Phone:92446597

EPR703 (Tri 3) - Michelle Ludeck


MASTER OF TEACHING COURSES

Master of Teaching Cloud (Off Campus)

Master of Teaching Cloud (Off Campus)

This section provides information for the Master of. Teaching off campus students on their course structure and placement organisation. Please note that there is no timetable for off campus placements as students are able to nominate their placement dates within the Trimester by communicating with the off campus Professional Experience Office as per the following information.

**IMPORTANT - The 'full time' default that is listed on the InPlace questionnaire is just (a default). This DOES NOT mean you are ENROLLED as a FULL TIME student.**

Organising Your Placement

All placements must be organised through the off-campus Professional Experience Office. Pre-service teachers undertaking this course are in a wide variety of geographic locations therefore the following process for organising placements is to be followed:

All placements are undertaken in consecutive days EPR701 10 days, EPR702 25 days and EPR703 25 days. Students enrolled in the dual strand undertake EPR709 45 days in their final year. Placements are generally in blocks of 5 days per week but can be requested for no less than 3 days per week (but there are no guarantees that a school will be willing to place pre-service teachers for this arrangement). For less than 5 days attendance Pre-service teachers will be required to complete 4/5 days in the final week of placement.

Examples:

Attending
July 21 to August 22 x 25 days

Attending
@ 3 days per week Mondays, Tuesdays and Wednesdays from July 21 to Sept 12 x 25 days (attending 4 days in the final week)

Attending
@ 4 days per week Tuesdays to
Fridays from July 22 to August 29 x 25 days (attending 5 days in the final week)

For Secondary placements Pre-service teachers are placed for both teaching method areas.

Pre-service teachers must send the placement request information form allowing at least 14 weeks notice of placement dates.

  1. Complete the placement information form provided and return by email. If mailing your request, please contact our office to ensure it has been received.
  2. Ensure all details on the form are complete.
  3. Provide 3 school preferences and a list of suburb preferences, failure to nominate several school preferences may affect pre-service teacher's commencement dates.
  4. Clearly indicate how the placement is to be structured (dates and days). Pre-service teachers undertaking less than 5 days per week must indicate which days they will attend.

Teaching Requirements for placement by Unit

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

Course Structure

2015 students please see the following link: www.deakin.edu.au/arts-ed/students/course-structures

Contacting schools in Victoria

Pre-service teachers residing in Victoria do not contact schools directly regarding placements. Once the above request is received the Professional Experience office will contact the school.

Contacting schools - interstate or overseas

Pre-service teachers residing interstate or overseas should contact schools directly to ascertain possibility of placement within their school and negotiate possible dates. Complete the school information section of the placement form and our office will send the school an official request. Please note that students negotiating placements directly with schools still need to provide appropriate notice of placement dates as above.

Overseas placements - please note that students must complete over 51% of placements in Australian schools to be eligible for teaching registration. 


Contact Details

Ms Tania Harvey
Telephone: 03 5227 2206
Email: tania.harvey@deakin.edu.au
(Available Monday to Thursday)

Note: For further information in regards to Professional Experience Guidelines and Policies please click on the following link: Guidelines and Policies

Page custodian: Faculty of Arts & Education
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