PROJECT
PARTNERSHIPS
COLLEGE OF EDUCATION
BACHELOR OF EDUCATION P-12
St Albans
THE ESSENTIALS 2015
ABED
YEAR 1
St Albans
WWW.VU.EDU.AU
CRICOS Provider No. 00124K
CONTENTS
Advice to School Colleagues

Victoria University Key Contact Details

Professional Experience Dates

Submission Dates for Reports (PP and SBJ)

Summary of Teaching and Learning Requirements

Victoria University Partnerships Support Coordinator
Tax Invoice Completion

Page 2
Page 3
Preservice Teacher Absences
Working With Children Check
Completion of the ‘Preservice Teacher Profile Form’ (Preservice Teachers)

Page 4
Project Partnerships Website
Teaching and Learning

Focus Question

Requirements for ABED (St Albans) Year 1 Preservice Teachers

School-Based Journal (SBJ)
Key Partnership Roles & Responsibilities

Role of Partnership Coordinator

Role of Mentor Teacher

Role of Preservice Teacher
Professional Experience - PP Report and Journal

Project Partnerships (PP) Report

School Based Journal (SBJ)
The Preservice Teacher Support Process

Preservice Teachers with Progress Concerns

An Unsatisfactory Result
Page 4
Page 5
Page 6
Page 7
Preservice Teacher OHS Induction Checklist
Page 8
Emergency Contact Details
Page 10
PROJECT PARTNERSHIPS
BACHELOR OF EDUCATION P-12 (ABED)
THE ESSENTIALS: YEAR 1 – ST ALBANS CAMPUS
Advice to School Colleagues
Year 1 preservice teachers in the Bachelor of Education P-12 at St Albans complete five days of professional
experience in a primary school in Semester One. Throughout their professional experience students are
asked to develop an awareness of an inquiry into teaching and learning experiences in curriculum areas.
These students are expected to form an interest in teaching as a possible career and build an awareness of
personal relations in teaching and learning. At the completion of their first year, students will report their
learning through Project Partnerships (PP) in one compulsory subject: AEB1101 – Learning in a Changing
World. These students will complete a PP report and a School Based Journal (SBJ). All Bachelor of
Education P-12 Year 1 students at St Albans are expected to meet partnership and teaching assessment
requirements.
Senior Partnerships Officer
(Primary Schools)
Anne McMillan
P 9919 7494
E [email protected]
ABED (St Albans) Year 1
Coordinator
Gwen Gilmore
P 9919 2016
E [email protected]
ABED (St Albans) Year 1
School Partnerships Coord.
Peter Thomas
P 9919 2023
E [email protected]
Bookmark this site:
http://education.vu.edu.au/partnerships/
PROFESSIONAL EXPERIENCE DATES
ABED Year 1 – St Albans campus preservice teachers spend 5 days in Partnerships in primary schools comprising:

5 days (1 week) in Semester
1 - 5th June, 2015
Refer to the 2015 Project Partnerships Calendar on the Project Partnerships website (see hyperlink above) for a
comprehensive overview of professional experience dates for all College of Education courses and relevant documents
related to professional experience.
SUBMISSION DATES FOR REPORTS
 Project Partnerships (PP) Report
 School Based Journal (SBJ)
Week beginning 8th June, 2015
Week beginning 8th June, 2015
Preservice teachers are to provide a copy of the PP Report and Journal to their Victoria University tutor (as they must retain
original copies of all reports).
SUMMARY OF TEACHNG AND LEARNING REQUIREMENTS
During the professional experience the focus is on the development of the an ABED (St Albans) Year 1 preservice teacher’s
knowledge, understanding and appreciation of school and classroom cultures, the key teaching and learning arrangements
and the professional responsibilities of a successful teacher. Refer to page 4 for more details.
Bachelor of Education P-12 Project Partnerships: The Essentials: Year 1 – St Albans, 2015
Page 2 of 10
TAX INVOICE COMPLETION

A completed Tax Invoice is completed by the School Partnerships Coordinator and emailed to Fiona Goudie at
[email protected], by the end of October 2015 to ensure payment before the end of the school year. Queries
regarding school payments should be directed to the email address above or 9919 2022. The University may not be
able to process claim forms for payment lodged after October until the following year.

Rates of payment

Mentor Teacher
$30/preservice teacher/day for supervised teaching block
School Partnerships Coordinator
$2/preservice teacher/day
Payment is made by Electronic Funds Transfer to the official school account. If you are a new Partnership School you
must forward your school’s ABN, BSB, Account number and Banking details to Fiona Goudie to the email address
above via your official school email address (to verify authenticity of sender) The tax invoice template and
‘Requirements regarding the Provision of Banking Details’ instructions are included in the VU Information Pack sent to
the School Partnerships Coordinator before the commencement of preservice teachers at the school. They can be
downloaded from the Partnerships website also.
PRESERVICE TEACHER ABSENCES
Preservice teachers will make up days of absence in Project Partnerships. Such arrangements should be negotiated by the
preservice teacher with their school Mentor Teacher and their university tutor. The preservice teacher must contact their
Mentor Teacher or the School Partnerships Coordinator as soon as possible if they are not able to participate in a Project
Partnerships day (i.e. preferably contact their Mentor Teacher (mobile phone) the night before or prior to 8.00 a.m.).
Preservice teachers should obtain the phone and email contact of their Mentor Teacher and use those direct contacts to
inform of absences.
WORKING WITH CHILDREN CHECK
Preservice teachers will not be permitted to enter schools without their WWCC ID card. This is a requirement of the
Department of Justice for anyone working with people 18 years or under.
Preservice teachers must enter their ‘Working with Children Check’ (WWCC) card number and expiry date on the online
‘Preservice Teacher Profile’ form as indicated in the screenshot below. Note: The ‘Yes’ radio button has been selected in
the example below:
These details should be updated on the profile form when required (e.g. if receipt initially entered and then card arrives).
Preservice teachers must ensure they have their WWCC with them at all times while completing Professional Experience.
To read more about applying for a Working with Children Check please visit the Department of Justice website at
http://www.workingwithchildren.vic.gov.au/. The PP website (refer page 2 of this document) also lists WWCC information
under ‘Other’ in the ‘Working With Children Check’ folder.
Bachelor of Education P-12 Project Partnerships: The Essentials: Year 1 – St Albans, 2015
Page 3 of 10
COMPLETION OF ‘PRESERVICE TEACHER PROFILE FORM’ (Preservice Teachers)
All College of Education preservice teachers and preservice teachers must register for professional practice on CareerHub
and complete a ‘profile form’ each year.
NOTE: Preservice teachers are not registered by the Partnerships Office for placement until they have submitted a Profile
form so this form should be completed as soon as possible. Preservice teachers, including ABED (St Albans) Yr 1, enrolling
for the first time will need their Student ID number so they can register on CareerHub.
THE PROJECT PARTNERSHIPS WEBSITE
It is important that School Partnerships Coordinators, Mentor Teachers and preservice teachers are familiar with the Project
Partnerships website. All reports (excluding online reports), copies of The Essentials, the Tax Invoice and all other
documents related to Project Partnerships can be downloaded from this site.
TEACHING AND LEARNING
ABED (St Albans) Year 1: Focus Question
How do teachers relate to preservice teachers so that learning occurs?
Requirements for ABED (St Albans) Year 1 preservice teachers
All Year 1 preservice teachers are required to:

Submit a PP report to their Victoria University tutor

Complete a School Based Journal (SBJ)

Have completed, by the end of the year, 5 days of professional experience in a primary school as determined by the
Partnership Office.
School Based Journal (SBJ)
Year 1 preservice teachers work on a School Based Journal (SBJ) which is discussed and defined in AEB 1101 Learning in
a Changing World classes at Victoria University and negotiated with their Mentor Teacher at their primary
school/educational setting.
Mentor Teachers are encouraged to explore with preservice teachers a range of possibilities that support the learning of
students at the school.
ABED Preservice Teachers
SBJ
Develop and evaluate SBJ in school
and VU classes
The School Based Journal
is developed in classes at
Victoria University and
assessed by the AEB1101
lecturer
Work collaboratively with mentor teachers,
peers and the school community
Support learning of school
students
Bachelor of Education P-12 Project Partnerships: The Essentials: Year 1 – St Albans, 2015
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KEY PARTNERSHIP ROLES AND RESPONSIBILITIES
Partnerships/Student Teacher Coordinator
The School Partnerships Coordinator is expected to:

welcome preservice teachers and provide an orientation to the school (including an OHS Induction – refer page 7
for the OHS Induction Checklist) and an ongoing supportive environment.
Mentor Teacher (MT)
The Mentor Teacher is expected to:

play a key role in welcoming and guiding preservice teachers in the teaching and learning environment of the
school

develop the preservice teacher’s knowledge, understanding and appreciation of school and classroom cultures, the
key teaching and learning arrangements and the professional responsibilities of a successful teacher

provide constructive, critical and supportive feedback, and

complete the Project Partnerships Year 1 Report. A hard copy is downloaded from the Project Partnerships website
at http://education.vu.edu.au/partnerships/ under the heading ‘Reports’ in the folder ‘Mid-Practicum and End of
Practicum Reports’. The report is completed towards the conclusion of the 5 day professional experience in
Semester One – the due date is listed on page 2 of this document
Preservice Teacher (Year 1 – St Albans)
The preservice teacher (PSC) is expected to:

download a copy of the Year 1 Project Partnerships Report from the Project Partnerships website at
http://education.vu.edu.au/partnerships/ under the heading ‘Reports’ in the folder ‘Mid-Practicum and End of
Practicum Reports’ and provide a copy to their mentor teacher for completion.

undertake the roles and responsibilities of teachers at the school which includes participation in the normal activities
with Mentor Teachers including staff and planning meetings, yard duty, extra-curricular activities and/or staff
development days

negotiate with their mentor to determine suitable day(s) to ‘make up’ any absences. In the case of absences, the
Mentor Teacher must be informed well before the start of the day that the preservice teacher will be absent

always dress professionally and seek clarification from the School Partnership Coordinator and/or Mentor Teacher if
unclear, and

arrive at school on all assigned days at least ½ hour before school commences. They are required to remain at the
school at least ½ an hour after school finishes as negotiated with their mentor.
Bachelor of Education P-12 Project Partnerships: The Essentials: Year 1 – St Albans, 2015
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PROFESSIONAL EXPERIENCE – PROJECT PARTNERSHIPS (PP) REPORT AND JOURNAL
1.
Project Partnerships Report (Hard copy downloaded from the PP website):
The PP report is completed by the Mentor Teacher in discussion with the preservice teacher. Both need to sign the PP
report as indicated. The report is downloaded from the Project Partnerships website at
http://education.vu.edu.au/partnerships/ under the heading ‘Reports’ in the folder ‘Mid-Year and End of Year
Reports’. Both Word and PDF versions are available for downloading. The completion of the Word format version is
preferred as word-processed documents are requested.
Mentor Teachers are expected to assess the performance of the preservice teacher in relation to the level appropriate
for a Year 1 preservice teacher. A Mentor Teacher concerned with the progress/performance of a preservice teacher
should discuss this with the preservice teacher and if necessary with the Victoria University ABED (St Albans) Yr 1
Coordinator (contact details listed on pages 2 and 9) as soon as possible.
In the event of an ‘Unsatisfactory’ report, it is the expectation that Mentor Teacher and the School Partnership
Coordinator explain their concerns and reasons why the grade has been awarded to the preservice teacher. Such an
explanation should occur before the end of the professional experience block. The aim at all times should be to facilitate
a pathway by which the preservice teacher can directly address the issues of concern. Establishing effective
communication processes between the preservice teacher and Mentor Teacher will help in addressing issues that may
arise during the block.
Deadline for PP Report Mentor Teacher completion
The report must be completed by the Mentor Teacher at the end of the five day block i.e.5th June, 2015.
Deadline for Preservice Teacher submission
ABED (St Albans) Year 1 preservice teachers must submit a signed copy of this report to their Victoria University Tutor
for Unit AEB 1101 – Learning in a Changing World no later than the week beginning 8th June, 2015.
NOTE: A successful PP report is a compulsory requirement if a preservice teacher is intending to enrol in the Unit
AEB1210.
2.
School-Based Journal (Downloaded from the PP website)
The Journal is completed by Year 1 preservice teachers who must submit this to their Victoria University Tutor for AEB
1101 by the date indicated below. The SBJ is downloaded from the Project Partnerships website at
http://education.vu.edu.au/partnerships/ under the heading ‘Reports’ in the folder ‘Mid-Year and End of Year
Reports’. Both Word and PDF versions are available for downloading. The completion of the Word format version is
preferred as word-processed documents are requested.
Deadline for Preservice teacher submission:
Preservice teachers must submit the Journal to their Victoria University Tutor for AEB 1191 in the week beginning 8th
June, 2015.
Writing and Submitting the PP Report
Please ensure the report is:
1. Signed by all parties as indicated
2. Completed/submitted by the deadlines as indicated above and also listed on the front page of the report
3. The Mentor Teacher should make a copy of the report after signing for retention by the school
4. Preservice teacher should make a copy of the report and submit this to their Victoria University Tutor. The
Preservice teacher retains the original signed copy for inclusion in their portfolio.
Bachelor of Education P-12 Project Partnerships: The Essentials: Year 1 – St Albans, 2015
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THE PRESERVICE TEACHER SUPPORT PROCESS
Some preservice teachers may experience problems during their professional experience. These problems may lead to a
preservice teachers being at risk of receiving an ‘Unsatisfactory’ assessment from the Mentor Teacher. In most cases,
problems can be solved by early, explicit and direct communication of concerns involving the preservice teacher, mentor
teacher, School Partnership Coordinator and the Victoria University Partnership Support Coordinator (PSC) allocated to the
school.
Preservice teachers with progress concerns
A personalised Support Program will be developed when preservice teacher progress concerns are raised by a mentor, a
preservice teacher or both.
The Support Program will:
 identify the specific problem(s) and the underpinning issues
 confirm with the preservice teacher what actions he/she has put in place to address them, and
 develop with the preservice teacher actions in response to feedback.
The following procedure should be applied (commencing with 1 and proceeding to 2, 3 and 4 if necessary) when a concern
or problem arises for either the preservice teacher or mentor:
1. Initial Informal Meeting. The Mentor Teacher and the preservice teacher should discuss the problem promptly,
explicitly and with a view to resolving the issue.
2. Notification. The School Partnership Coordinator should be notified and, if necessary, participate in a resolution of the
problem.
3. Discussion. The School Partnership Coordinator, Mentor Teacher and preservice teacher should meet with the aim of
resolution. The relevant Partnerships Support Coordinator may be asked to assist in the resolution process.
4. Instigation of the VU Support Program. If the problem continues and there is further evidence that progress in the
professional experience is unsatisfactory (i.e. serious concerns expressed by mentor or irreconcilable differences) the
School Partnerships Coordinator or Mentor Teacher should notify their allocated Victoria University Partnership
Support Coordinator (PSC) or in the case of the preservice teacher – their Victoria University AEB 1101 Tutor who will
then involve the an ABED (St Albans) Year 1 Coordinator at Victoria University (listed on page 2) to review the matter
and, through a meeting process, determine further action documented in an action plan with timelines.
At the conclusion of the specified timeline, the ABED (St Albans) Year 1 Coordinator will assess the preservice teacher
outcomes (using feedback from relevant personnel) and then make a recommendation (in consultation, if appropriate,
the School Partnerships Coordinator) for the professional experience to continue or cease. The ABED (St Albans) Year
1 Coordinator will advise the school’s PSC of this decision.
The ABED (St Albans) Year 1 Coordinator will inform the preservice teacher of this decision. If the professional
experience is to be cancelled, then the PP Office staff member will formally advise the School Partnerships
Coordinator. The preservice teacher will be asked to attend a subsequent VU meeting to consider future PP options;
e.g. alternative professional experience, postponement of professional experience, leave of absence from the course
or similar.
An Unsatisfactory Result
Preservice teachers who receive an unsatisfactory PP Mentor report will be requested to attend a meeting with the
unit/course coordinator and tutor to work out a way forward and will be required to repeat the professional experience and
the corresponding Praxis Inquiry unit in the following year.
Unit/course advice will be offered to the preservice teacher by a panel consisting of the relevant Victoria University Tutor or
the ABED (St Albans) Year 1 Course Coordinator. The panel will provide advice regarding responsibilities; recommendations
and expectations of the preservice teacher (e.g., support workshops that may be of assistance to the preservice teacher
and/or winter / summer school). Additionally, the preservice teacher may be required to attend academic counselling.
Bachelor of Education P-12 Project Partnerships: The Essentials: Year 1 – St Albans, 2015
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COLLEGE OF EDUCATION
EDUCATION
Preservice Teacher OHS Induction Checklist
Guidance on the general induction requirements for preservice teachers on
professional experience practicums
Victoria University has obligations to ensure the occupational health and safety of preservice teachers on
professional experience placements, including common law and Occupational Health and Safety Act 2004
requirements. Schools/Settings are required to provide instruction, training or supervision to create safe work
places and safe work practices.
Preservice teachers have obligations to plan and act in the best interest of their own health and safety and for
other persons who may be affected by their actions or omissions. Preservice teachers are required to be aware of,
and comply with, applicable health and safety procedures and practices put in place by the managing
school/setting.
Item/Activity
Inductee/Preservice Teacher Notes
Introduction to direct Manager/Partnerships/Preservice
Teacher Coordinator/Mentor Teacher
Location of activities
Times of work including breaks and lunch/meal
arrangements are clear
Kitchen/staffroom/toilet and other facilities location
Restrictions on activities defined (e.g. smoke free
environment)
First Aid arrangements – is there a First Aider how can
they be contacted what is the location of First Aid Kit?
Emergency Response – what arrangements are in place
for emergency response and what is expected of the
preservice teacher (e.g. immediately evacuate to a specific
assembly area)
Injury or hazard recording – how does the preservice
teacher notify of any injury, hazard or near miss
experienced or witnessed?
Risk assessment for the work involved – has a risk
assessment been completed, what hazards were identified
and what has been, or is to be, done to control the risk of
injury?
Instruction/training on completing required tasks safely has
been provided – written or verbal
Tools, personal protection equipment and other items
required to complete tasks safely are available as needed
Signatures
Preservice Teacher
_______________________________________
Date_________________
Coordinator/Mentor Teacher
_______________________________________
Date_________________
To be filed by the school/setting
Note: This checklist should be used for preservice teachers undertaking professional experience placements in conjunction with other governance and
insurance forms, where applicable.
Bachelor of Education P-12 Project Partnerships: The Essentials: Year 1 – St Albans, 2015
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Bachelor of Education P-12 Project Partnerships: The Essentials: Year 1 – St Albans, 2015
Page 9 of 10
PRESERVICE TEACHER EMERGENCY CONTACT DETAILS
Year 1 Bachelor of Education P-12 (ABED) preservice teachers at St Albans are to complete and submit this form to
the School Partnerships Coordinator at each setting on request.
Name of Preservice Teacher
________________________________________________
Preservice Teacher ID
________________________________________________
Emergency Contact Name
________________________________________________
Relationship
________________________________________________
Emergency Contact - Home Phone
________________________________________________
Emergency Contact - Mobile
________________________________________________
Emergency Contact - Phone at Work
________________________________________________
MEDICAL CONDITION/S (including allergies, medications, treatment required if incident occurs)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
Preservice teachers are to ensure that the contact nominated above has agreed to being contacted in
the case of an emergency and that the details provided are current. The preservice teacher is to notify
the setting PP Coordinator if any details above change.
Privacy: School Partnerships Coordinators are to ensure these forms are kept in a secure and confidential location
and that personal health details are only communicated to relevant personnel in the event of an emergency.
WWW.VU.EDU.AU
CRICOS Provider No. 00124K
This publication is an information document from Victoria University. Every reasonable effort has been made to ensure that the information in this document is accurate; however it may be subject
to change. February 2015
Bachelor of Education P-12 Project Partnerships: The Essentials: Year 1 – St Albans, 2015
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