Year One
Professional Experience Explained
CRICOS Provider No. 00124K
Advice to School Colleagues
Professional Experience Days and Dates
Reports and Submission Deadlines
Pages 2 & 3
Registering on CareerHub & Completion of Profile Form
Page 3
Preservice Teacher Absences
Page 4
The Project Partnerships Website
Page 4
Teaching and Learning
Page 5
Guiding Principles of School Experience
Requirements for Preservice Teachers
Applied Curriculum Projects (ACPs)
Pages 6 & 7
Lesson Plans
Pages 8 & 9
Lesson Plan Format
A Sample Lesson Plan Format
Key Partnership Roles & Responsibilities
Pages 9 &10
Ensuring Partnerships Work
Page 11
The importance of Clear, Explicit & Prompt Communication:
Project Partnerships – The Communication Protocol
Professional Experience Reports
PP Mid-Practicum Progress Report & PP End of Practicum Report
Writing and Submitting Reports and Plans
The Preservice Teacher Support Process
Support Program
An Unsatisfactory Result
Preservice teachers who want additional advice or support
Page 12
Pages 13 & 14
Preservice Teacher OHS Induction Checklist
Page 16
Emergency Contact Details
Page 18
APPENDIX ONE: Partnership Support Coordinator Contact Details
Page 20
Advice to Preservice Teachers, Mentor Teachers and School Colleagues
The Master of Teaching (Primary) program at Victoria University has organised project partnerships to incorporate
classroom experience, applied curriculum projects and other aspects of professional school experience.
First Year preservice teachers undertaking the Master of Teaching will be involved in the development of a curriculumfocused project and extensive teaching practice. The goal for graduating teachers is that they demonstrate the competence
of the beginning teacher. While the Australian Institute for Teaching and School Leadership (AITSL) National Graduate
Teacher Standards can assist graduating teachers and their mentors in guiding development of competence, the most
significant demonstration of competence is that the graduating teacher has made a practical contribution to the learning of
the school’s students. By the end of the year, the course expectation is that EMTP preservice teachers will have acquired
the level of practice required of graduate teachers by teacher employment and registration authorities. Normally, graduate
teachers enter the teaching profession supported in schools by well-organised and structured induction programs which
include active mentoring by experienced colleagues. All Master of Teaching preservice teachers are required to meet
partnership and teaching requirements as presented on page 5 of this document.
Senior Partnerships Officer
(Primary Schools)
EMTP Partnerships Coordinator
Greg Neal (Footscray Park)
P 9919 4458
E [email protected]
Anne McMillan
P 9919 7494
E [email protected]
EMTP Partnerships Coordinator
Julie Arnold (St Albans)
P 9919 2539
E [email protected]
Partnerships website
School Partnership/Student Teacher Coordinators will be notified of their
Victoria University Partnerships Support Coordinator (PSC)
by email early in 2015.
Preservice teachers completing the Master of Teaching (Primary) spend 60 days in primary schools in their first year comprising:
 10 Tuesdays working on an Applied Curriculum Project (ACP)
 A total of 10 weeks (four weeks in Semester 1 and six weeks in Semester 2)
Refer to the 2015 PP Calendar for a comprehensive overview of Professional Experience dates.
Note: These dates may vary according to the agreed date a preservice teacher commences at a school.
Tuesdays (ACP):
17th, 24th March
14th, 21st April
19th May
4th, 11th, 18th, 25th August
15th September
Supervised Teaching Blocks:
9th – 13th March
27th April – 15th May
27th July – 31st July
31st August – 11th September
5th – 23rd October
(1 week)
(3 weeks)
(1 week)
(2 weeks)
(3 weeks)
ACP Plan
11th May
ACP Report
19th October
PP Mid-Practicum Progress Report
11th May
PP End of Practicum Report
19th October
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 2 of 20
EMTP preservice teachers spend 60 days in Partnerships, in primary schools, including teaching practice, curriculum development and
inquiry in their first year - with planning, assessment and reporting of at least 50 x 50-minute lessons (or equivalent) documented
using the recommended VU lesson planning format or one preferred by the mentor teacher.
All 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 enrolling for the first time will need to receive their
Student ID number before they can register on CareerHub (approximately 10 days after enrolment).
See below for a screen shot of the login instructions located on the PP Website.
Preservice teachers must enter their ‘Working with Children Check’ (WWCC) card number and expiry date on the online ‘Preservice
Teacher Profile’ form - these details should be updated on the profile form when required (e.g. if receipt details initially entered and then
card arrives). Preservice teachers must ensure they have their WWCC in their wallet at all times while completing their Professional
Note: Preservice teachers, by law, will not be permitted to enter schools without their WWCC ID card.
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 3 of 20
The expectation of the College of Education is that a Preservice Teacher will make up days of absence in Project Partnerships (PP).
Such arrangements should be negotiated by the Preservice Teacher with their Mentor Teacher. Preservice teachers must contact their
mentor teacher or the School Partnership/Student Teacher 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 8.00am).
Preservice teachers should not leave a voicemail at the general school office number – this is considered unprofessional and the
message can be delayed or may not be received by the mentor teacher in a timely manner.
It is important that School Partnerships/Student Teacher Coordinators, Mentor Teachers and Preservice Teachers are
familiar with the Project Partnerships website. Copies of all relevant professional experience documents e.g. The
Essentials, PP Calendar, PP Tax Invoice and other documents related to Project Partnerships can be downloaded from this
Bookmark this site NOW!
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 4 of 20
TEACHING AND LEARNING: School Experience for the Preservice Teacher
Guiding Principles of School Experience
First year preservice teachers in the Master of Teaching (Primary)
 Develop ideas regarding teaching and learning throughout the year through participation in a community of inquiry, leading to an
informed and defensible viewpoint
 Integrate school and university experiences around the principles of Action Research making use of Praxis Inquiry
 Strengthen partnerships between schools and the university and work with mentor teachers on an investigation of teaching and
 Are considered as beginning teachers, but are expected to take responsibility for further learning in education
 Demonstrate their capacity to engage in professional discourse
 Work towards teacher professionalism, becoming more competent and reflective over the year.
Requirements for Preservice Teachers
First Year preservice teachers in the Master of Teaching (Primary) are expected to
 Work within a team to complete an Applied Curriculum Project and associated supervised teaching practice both of which should
support school students' learning and advance the interests of the school
 Have completed by the end of the year a total of 60 days in Project Partnerships comprising 10 Tuesdays working on an Applied
Curriculum Project and 50 days of supervised teaching practice at the level expected of a graduating teacher
 Undertake teaching practice at the level required of a graduating teacher - with planning, assessment and reporting of at least 50
50-minute lessons (or equivalent) documented using the recommended Victoria University lesson planning format (or one
preferred by the mentor teacher).
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 5 of 20
In Applied Curriculum Projects preservice teachers and mentor teachers, supported by the school partnership coordinator (student
teacher coordinator), work together to identify an area that requires research, development and implementation at the school. They
might develop, implement and evaluate a curriculum initiative using an Action Research approach.
The ACP is school needs-based and involves the individual preservice teacher, or team of preservice teachers, at each school working
to support the learning of students at the school.
ACP Aims
This project allows Preservice teachers to:
 Explore important aspects of teaching and learning theory through the practice of curriculum development in a school or
relevant education setting
Have the opportunity to work co-operatively with mentor teachers on projects of mutual interest
Develop skills in curriculum development and evaluation.
Project Outline
The project involves:
Preservice teachers working in groups or individually on a curriculum project which is relevant to the school setting.
A presentation at the school, by the Preservice teachers, to relevant school personnel, of the outcomes of the project at a time
to be negotiated with the school
A presentation at the university, by Preservice teachers, to their peers and lecturers, of a summary of the outcomes of the
project in the Applied Curriculum Project.
The Applied Curriculum Project, like School Experience, is an important element of the subjects AEG5135 and AEG5136, Approaches to
Teaching and Learning 1 and 2, which cover two semesters. Although the project itself is ungraded a reflection on the project is included
in assessment requirements for AEG5136.
Assessment requirements for satisfactory completion of the Project are as follows:
[a] A written Applied Curriculum Project - Plan (download ‘ACP - Plan’ from website)
This Plan must:
 Identify the key issues/problems giving rise to the project
 Provide a rationale for focusing on this project
Make reference to the relevant educational theory and/or literature or policy
List the aims of the project
List the expected measureable outcomes (i.e. ‘As a result of our work on this ACP the expected outcomes are…’)
Contain an action plan that documents specific tasks/sub tasks, who is responsible for them and timeline for each task
 Provide a description of the evaluation to determine the success or otherwise of the outcomes in meeting stated aims.
NOTE: Preservice teachers must select and incorporate in their Plan at least five of the following professional skills they will focus on:
problem solving, negotiating, project management, planning, team work, time management, evaluating, communicating, reporting,
Word length: 500 -750 words per project. To be discussed with their Praxis Inquiry lecturer and
mentor prior to submission in AEG5135 seminar groups.
On conclusion of the ACP, a presentation at the school to appropriate school personnel on the outcomes of the project. The
form and timing of the presentation would be decided in conjunction with the mentor teacher(s) involved.
Note: A copy of the ACP Report should be submitted by the preservice teacher to their Praxis Inquiry lecturer in the AEG5136
final portfolio presentations.
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 6 of 20
[c] A 10-20 minute presentation at the university during the Applied Curriculum Project presentations in AEG5136 covering the
outcomes of the project. The presentation should cover the following areas:
An outline of the aims and rationale of the project.
A description of what research occurred.
A summary of the outcomes [positive and negative] of the project for: the students and the school or educational setting
[teachers, administration, parents, curriculum, policy, etc.]; you personally [curriculum organisation and evaluation, teaching
strategies, learning styles, anything in terms of educational practice and theory]
Any suggestions for: improvement in education practice at the school or educational setting based on the project? How the
project may have been improved? How the project may be followed up?
A reflection on the project, including a summary of the information given in the Applied Curriculum Project presentation in
Semester 2, to be submitted as part of the assessment required for AEG5136 and is to be included in your portfolio.
Students should maintain a hand written log of the project which documents and dates involvement in the project. This
account is included in your Praxis Inquiry journal. Ideally entries would include the date, the intentions, actions, and
reflections of each day’s involvement, planning for the next day and any other relevant information.
Preservice Teachers
Develop, implement and evaluate
curriculum initiatives
at Victoria University and
with the school
Work cooperatively with mentor teachers,
peers and school community
Support learning of school
students and enhance the
work of the school
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 7 of 20
Lesson Plan Format
A. Observations
Preservice teachers are required to document classroom observations and it is suggested that they complete these
observations during the first 5 weeks of the project partnership. The documentation for observations should emphasise the
procedure of lessons and the preservice teacher’s reflection on what occurred.
B. Lesson Plans for lessons taught by preservice teachers
During the first 8 weeks of Project Partnerships preservice teachers could also begin working as a teaching assistant and as
a team teacher. When it is appropriate they should be given the opportunity to teach lessons by themselves. Lesson plans
should be used in these contexts outlining plans of action and lesson objectives and outcomes.
Semester One supervised teaching blocks
During the second extended teaching experience block preservice teachers should be teaching at least 2 lessons per
day, which is a minimum of 10 lessons per week.
Where preservice teachers are taking classes by themselves they need to document each lesson using a required
lesson plan format (e.g. refer to page 8). The preservice teacher is expected to show and discuss each lesson with
their mentor teacher(s) at least half a day before the planned class.
At the completion of the first extended teaching experience block in Semester One most
preservice teachers should be able to fully document 20 lessons they have taught by themselves
When preservice teachers are not teaching they should continue to work on their Applied Curriculum Project, observe
a range of lessons, participate in team teaching, prepare lessons and work on activities as suggested by their mentor
Semester Two supervised teaching blocks
In the final supervised teaching block preservice teachers should extend their teaching to take full control of their
classroom for 3 full weeks. Documentation should be negotiated and agreed with the classroom mentor and include
completing the work program.
When preservice teachers are not teaching they should continue to work on their ACP, observe a range of lessons,
participate in team teaching, prepare lessons and work on activities as suggested.
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 8 of 20
A Sample Lesson Plan Format
Developmental Activities (continued)
Year level/s
Timing for each stage of the lesson
Number and age of students
Special learning conditions / requirements (if applicable)
Setting or location for the lesson.
Particular organisation/ grouping of students for the lesson.
Context for the lesson/session/activity
Identified student engagement/learning need.
Relationship to previous and future lessons on this topic or
curriculum area.
Relationship to previous or future activities for the day.
Previous experiences that the students bring to the lesson.
Broadly, what do you want the students to experience and
learn during the lesson?
Expected Learning Outcomes
Draw from or relate to the learning outcomes in the VELS.
Note the ‘indicators’ which might relate to each VELS learning
outcome. What other learning outcomes might result from
the lesson activities?
Identify materials and equipment and pre-lesson organisation.
Reference the source of lesson materials (teacher references,
course advice, text book)
Attach copies of printed material for distribution or text for
display to be written on the board.
Think of this as a ‘running sheet.’ Document each step to be
taken or stage of the lesson. Include
Lesson/Session/Activity Introduction
 Outline what the students will learn, and why it is
 An explanation which stimulates students’ interest
 State what the students will need to start &
successfully complete during the lesson
Developmental Activities
 What are the expectations for students
What variations have I planned to cater for differences in
What preparations have I made if activities don’t work out
as planned?
Details concerning the organisation of students
Room organisation e.g. table arrangements
Strategy for grouping students
Changes which the lesson requires – e.g. changes of
groups; movement of students
Concluding the Session/Lesson/Activity
Opportunity for review by students
Organisational matters – room re-arrangement for next
session; time for tidying the room; where students need to
go for their next class.
Possibilities for subsequent opportunities for learning, e.g.
in later classes or at home
Evaluation of the lesson
How did the lesson go?
Which learning outcomes were met?
How was the learning assessed?
What should be the next lesson?
What did I do well? What should I do differently?
What did I learn?
What understandings have I developed/considered?
What questions or insights do I have which I want to follow
up in my university coursework?
Mentor Teacher Evaluation & Feedback
Were the set learning outcomes met? How or why not?
Were the learning outcomes met?
What contributed to the success or otherwise of the
lesson? What strategies/ideas could be added to the
lesson to meet or improve learning outcomes in the
What practical/theoretical understanding should the
preservice teacher investigate to improve approaches to
teaching and learning?
 For each stage of the lesson identify what the
teacher and the students will be doing.
 What are the main questions I will ask? Open
questions; questions related to recalling content
knowledge; and/or those demanding higher order
thinking and responses from students
The mentor and preservice teacher are encouraged to
discuss mentor feedback followed by the preservice
teacher describing or listing how this feedback will be used
to enhance the quality of future lessons
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 9 of 20
Role of Preservice Teacher (PST)
The preservice teacher is expected to:
 undertake the role and responsibilities of teachers at the school, including participation in staff and planning
meetings, yard duty, extra-curricular activities, staff development days, school council and other community meetings
work collaboratively with colleagues and mentor teachers to complete an Applied Curriculum Project
document Project Partnerships by developing a folio of lesson plans, samples of school students' work, curriculum
plans and reflective journal entries which describe personal teaching practice and the learning of school students
document planning & evaluation strategies using the ACP Plan & document the outcomes in the ACP Report
maintain records of planning and reflections for all lessons taught. This process should be discussed with the
mentor. Lesson plans are required in a timely manner that allows for discussion before the lesson is taught. Lesson
plans should demonstrate the preservice teachers’ understanding of the pedagogy of the topic and their familiarity
with the relevant specific aspects of curriculum
complete the Communication Protocol at the end of the first teaching block in Semesters 1 and 2, and
discuss appropriate information with the mentor teacher for the timely completion of the Applied Curriculum Project
(ACP) Plan, ACP Report and the Project Partnerships Mid-Practicum Progress and End of Practicum Reports.
Preservice teachers should dress professionally and appropriately and seek clarification from the mentor teacher if
unclear. They should arrive at the school at least ½ hour before school commences and remain at the school at least ½
an hour after school finishes. In the case of absences the mentor teacher must be informed of the absence well before the
start of the day. Preservice teachers must negotiate with the mentor to ‘make up’ any absences.
Role of Mentor Teacher (MT)
The Mentor Teacher is expected to:
 welcome and guide the preservice teacher in the teaching and learning environment of the school
discuss with, and advise preservice teachers on aspects of lesson planning & teaching including written comments
and advice on lessons taught by preservice teachers
consult with the preservice teacher/s to assist them to complete the ‘Communication Protocol’ (refer page 11) at the end
of the first week in both teaching blocks
provide constructive critical feedback - a key element in ensuring preservice teachers are aware of how they are
progressing and which areas they need to work on
complete two online evaluations on preservice teacher practice. A Mid-Practicum Progress Report is completed by
mentor teachers on the preservice teacher’s teaching practice, and a more detailed End of Practicum Report is
completed at the conclusion of the final teaching experience. Reports should be discussed with the preservice teacher
as part of the normal advisory role.
Role of School Partnership Coordinator (PC/ Student Teacher Coordinator)
The School Partnerships/Student Teacher Coordinator is expected to:
 welcome preservice teachers and provide an orientation to the school and an ongoing supportive environment
allocate preservice teachers to mentors/class teachers and to Applied Curriculum Projects
monitor the progress of the preservice teacher/s and to ensure the timely completion and submission of reports
ensure mentor teachers, the teaching and the negotiated Applied Curriculum Projects are ‘appropriate’ to
preservice teachers. . Meeting regularly with preservice teachers and mentor teachers will help to facilitate
discussions about relevant curriculum areas for each year level and other curriculum / partnerships issues.
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 10 of 20
The Project Partnerships Communication Protocol
Project Partnerships, as negotiated practice-theory learning, requires preservice teachers to inquire into the ways in which
their developing practice is affecting the learning of school students. Being explicit about the impact of particular classroom
practices requires a systematic and public discussion of classroom experiences.
The Project Partnerships Communication Protocol at , is used to support effective
communication and learning for both the mentor and preservice teacher.
Semester 1: At the end of the first week of the three week supervised teaching block
Semester 2: At the end of the first week of the two week supervised teaching block
Regular scheduled meeting times with Mentor
Preservice teachers and their mentors have the principal responsibility to ensure that they agree to allocate sufficient time to
discuss partnerships matters at mutually convenient times. This may mean before or after school, or on days other than the
‘normal’ Project Partnership days.
Preservice teachers should, at critical times during the year such as the end of semester or the end of first week of the
teaching block, clarify and confirm that the feedback he/she has been receiving from the mentor is clear and accurate.
A useful resource for Mentor Teachers
Mentors can download the Preservice teacher Feedback Proforma from the PP website, in the folder entitled ‘The
Essentials, Policy and Procedures, Lesson Plans etc.’ as a recommended guide to support the observations of, and
feedback to, a preservice teacher. This document can be shared with the preservice teacher before and after observing a
lesson or activity as the basis for post-lesson conversation.
Recording of perceptions of Mentor feedback
Preservice teachers should record their perceptions of mentor feedback using the Project Partnerships Communication
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 11 of 20
Preservice teacher progress in Project Partnerships is reported twice during the year. Mentor teachers should refer to the
Mentor Guide to Online Reports which will be provided to you by your preservice teacher or downloaded from the PP
PP Mid-Practicum Progress Report (Completed online)
This report is an interim assessment of the progress of preservice teachers. Mentor teachers are to complete the report in
consultation with the preservice teacher and School Partnerships/Student Teacher Coordinator. The report is intended to
summarise progress only. As Project Partnerships extends over the whole year, a detailed PP End of Practicum report
based on the Australian Institute for Teaching and School Leadership (AITSL) National Graduate Teacher Standards will be
completed at the conclusion of the professional experience. The AITSL Standards can be downloaded from the PP website.
It is located in the ‘Reports’ folder under “Mid-Practicum and End of Practicum Reports’ or from the following URL:
Deadline for report completion: the report must be completed online by the week beginning 11th May 2015.
PP End of Practicum Report (Completed online)
A detailed report is completed by the mentor teacher in consultation with the preservice teacher and School Partnerships
When completing this report, the mentor teacher is asked to comment on the preservice teacher’s professional practice
within the context of the following AITSL National Graduate Teacher Standards:
 Professional Knowledge
 Professional Practice
 Professional Engagement
Mentor teachers who are concerned with the progress of their preservice teacher should discuss this with the preservice
teacher and if necessary with the School Partnerships Coordinator. Mentor teachers need to be aware that the awarding of
the grade ‘Unsatisfactory’ will lead to failure of a core education subject by a preservice teacher and as a result the
possibility that the preservice teacher will be required to re-enrol in that subject the following year.
In the event of an ‘Unsatisfactory’ report, it is expected that mentor teachers and the School Partnerships Coordinator will
explain to the preservice teacher their concerns and reasons why the result has been awarded. Such an explanation should
occur before the end of each university semester. The aim at all times should be to facilitate a pathway by which a
preservice teacher can directly address the issues of concern. Establishing solid relationships and effective communication
between a preservice teacher and the mentor teacher will help in addressing issues that may during the professional
experience placement. The PP Communication Protocol has been developed to assist in this regard (page 11).
The PP End of Practicum Report is to be completed by the mentor in consultation with the preservice teacher. Mentor
teachers must complete the online report in the presence of the preservice teacher to allow them to record their reflections
on the report and sign-off on it. Mentors must print copies of the finished report, including a copy for the preservice teacher.
Deadline for online report completion: the report must be completed online by the week beginning 19th October 2015.
Preservice teachers must include a copy in their AEG 5136 final portfolio.
Writing and submitting hardcopy Applied Curriculum Project reports and the Communication Protocol
The following ACP reports are downloaded from the PP website under the heading ‘Reports’ and submitted to their by
preservice teachers to their Praxis Inquiry (PI) lecturer:
 Applied Curriculum Project – Plan
Week beginning 11th May, 2015
 Applied Curriculum Project - Report
Week beginning 19th October, 2015
 PP Communication Protocol
Completed by preservice teachers, in consultation with the mentor teacher, during
Week 2 of the supervised teaching blocks in Semesters 1 & 2
Note: Please ensure reports are:
1. Signed by all parties as indicated.
2. Completed/submitted by the submission deadline.
Preservice teachers must retain the original signed documents for inclusion in their portfolio / for their records Copies
cannot be provided by the Project Partnerships Office at a later date.
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 12 of 20
There are some preservice teachers who experience problems in their Project Partnerships. These problems may lead to
preservice teachers being at risk of receiving an ‘Unsatisfactory’ assessment from the mentor teacher in their MidPracticum Progress Report. 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 Victoria University Support
Contact if required.
In cases where there are significant concerns it is crucial that the PP Mid-Practicum Progress report clearly
states the areas requiring improvement and that ‘Unsatisfactory Progress at this Stage’ is ticked on the report.
As a result the College of Education will provide additional support to preservice teachers who are identified by
their mentor teacher as having made unsatisfactory progress in Semester 1.
Preservice teachers that receive an unsatisfactory progress report at this stage in the report will be required (with support) to
demonstrate satisfactory performance in Semester 2 in order to gain a successful PP End of Practicum Report.
A personalised Support Program will be developed when preservice teacher progress concerns are raised by a mentor,
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 will put in place to address them, and
 develop with the preservice teacher an action plan / timeline (with a clear and explicit set of outcomes) that the
preservice teacher will be required to implement in their PP. This action plan will need to take into consideration
mentor teacher and School Partnerships/Student Teacher Coordinator recommendations.
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 preservice teacher should discuss the problem promptly, explicitly
and with a view to resolving the issue.
2. Notification. The School Partnerships/Student Teacher Coordinator should be notified and, if necessary, participate
in a resolution of the problem.
3. Discussion. he School Partnerships/Student Teacher Coordinator, mentor teacher and preservice teacher should
meet with the aim of resolution. The Victoria University Partnerships Support Coordinator (PSC) 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
placement is unsatisfactory (i.e. serious concerns expressed by mentor or irreconcilable differences) the School
Partnerships Coordinator, mentor teacher and / or preservice teacher should notify the Victoria University Partnerships
Support Contact who will then involve the relevant EMTP Partnerships Coordinator (Refer 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 relevant Course Academic Advisor will assess the preservice teacher
outcomes (using feedback from relevant personnel) and then make a recommendation (in consultation with Master of
Teaching (Primary) Coordinator and, if appropriate, the School Partnerships Coordinator) for the placement to
continue or cease.
The Course Academic Advisor will inform the preservice teacher of this decision. If the placement 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 placement, postponement
of placement, leave of absence from the course or similar.
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 13 of 20
An Unsatisfactory Result
A preservice teacher receiving an Unsatisfactory Progress result in his / her PP Mid-Practicum Progress Report will be
required (with support) to demonstrate improved performance in Semester 2 in order to gain a satisfactory PP End of
Practicum Report.
Unit / course advice will be offered to the preservice teacher by a panel consisting of the relevant Praxis Inquiry lecturer or
Course Academic Advisor and/or Course Coordinator. The panel will provide advice regarding the preservice teacher
responsibilities; placement 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.
Preservice Teachers who want additional advice or support
Visit the ‘Student Life’ site on the VU website at: Of particular interest may be the
‘Getting Help’ site at
At this site you will find information on:
 Academic support
 Complaint resolution
 Counselling
 Disability support
 Student advocacy - know your rights
 Wellbeing & advice
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 14 of 20
Master of Teaching (Primary) Year 1
Project Partnerships: The Essentials 2015
Page 15 of 20
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
educational school/setting.
Inductee/Preservice Teacher Notes
Introduction to direct Manager/Partnerships/Student
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
First Aid arrangements – is there a First Aider how can
they be contacted and 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
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
Preservice Teacher
Coordinator/Mentor Teacher
To be filed by the educational setting
Note: This form should be used for preservice teachers undertaking professional experience placements in conjunction with other governance and
insurance forms, where applicable.
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PHONE +61 3 9919 4874
+61 39919 5571
[email protected]
Preservice teachers are to complete and submit this form to the School Partnerships Coordinator at
each setting on
Name of Preservice teacher
Student ID
Emergency Contact Name
Emergency Contact Home Phone
Emergency Contact Home 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 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.
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Victoria University Partnership Support Coordinators (PSC’s) are appointed to individual primary schools
alphabetically based on the name of the setting. Please note: PSC’s work two days per week but regularly check
their emails.
Jeanette Fielding
Phone 9919 5234
Email [email protected]
Jo Hopkins
Phone 9919 2765
Email [email protected]
CRICOS Provider No. 00124KThis 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..
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