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This section gives the same information as is provided to Cooperating Teachers and schools in the Practicum booklet.
School observation and practice teaching activities are major components of the practicum in the Master of Teaching. The practicum is a cooperative partnership between the schools to which Student Teachers have been allocated and the University.
The practicum is designed to augment University course work and to provide Student Teachers with opportunities to develop their personal teaching skills and their understanding of their role in the wider school in its community. Practice teaching is undoubtedly a most significant aspect of the practicum because it provides the major opportunity for Student Teachers to develop and demonstrate teaching competence and professional understandings and to translate theory and example into practice.
Details of the specific expectations of Master of Teaching Student Teachers and the University and school personnel who work with them are included in this handbook.
The Master of Teaching (M.Teach) degree is a two year professional program, designed to produce high quality teachers through a carefully integrated program. Candidates for the degree have already qualified for a bachelor’s degree. Many are mature age people with rich life experience and varied professional skills.
The M.Teach degree should not be confused with the Master of Education (M.Ed) degree. The former is a four semester preservice professional qualification to enter teaching. The latter is an eight semester postgraduate academic degree which is the basis for further postgraduate research study.
The M.Teach addresses important contemporary issues in schooling and education using case based and inquiry methods. It provides carefully sequenced school experiences culminating in an extensive work-place internship, and positively assists professional growth in participants especially by fostering reflection upon action.
In line with principles set out in the 1994 NSW Strategic Policy Framework for initial teacher education (MACTEQT), the program seeks to be responsive to current demands on teachers and teaching, to be formative and predictive as staff and students consider the latest ideas on improving schools and school students’ learning and to be collaborative, in that it is based on sustained practicum activities in partnership schools.
The components of the M.Teach program will build on participants’ present knowledge and thinking skills, encouraging further development of critical judgement, rigorous and independent thinking, accounting for decisions, realistic self-evaluation, problem solving capacities, creativity and imagination. These goals will be achieved through cooperative and individual learning and inquiry approaches, which challenge participants to tackle stimulating, challenging and convincing cases and simulations based on real -life schooling situations.
Throughout the program, personal skills and attributes will also be further fostered, including the capacity and desire to continue learning, plan towards and achieve goals, work effectively with others, strive for tolerance and integrity, and assume personal responsibility for value judgements and ethical behaviour towards others. Such ends will be addressed through systematic consideration of many different educational issues and perspectives, and through a wide range of practicum and assessment tasks which engage the interests of individual participants in a challenging manner.
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Five all-day Observation visits to school (K-12)and non school sites |
The roles of the teacher in the classroom |
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Practicum 1: Three pre-practicum visits + twenty days (either four weeks @ 5 days/week or five weeks @ 4 days/ week) |
The roles of the teacher in the classroom |
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Practicum 2: Twenty days (four weeks @ five days/ week) |
The roles of the teacher in the classroom and the school |
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Internship (School Term 3) - 10 weeks @ five days/week |
The roles of the teacher in the school and its community |
The M.Teach degree is organised in two academic course components:
By the beginning of Practicum 1:
By the beginning of Practicum 2, secondary Student Teachers will have undertaken curriculum studies (of at least 86 hours) in each of the curriculum areas (methods) they are preparing to teach. Primary Student Teachers will have completed curriculum studies in all of the Primary Key Learning Areas.
Practicum I (1st year)
Pre-practicum school visits are compulsory and groups of Student Teachers will attend on the following days negotiated with the school. These will be:
Practicum 2 (2nd year)
Pre-practicum school visits are compulsory and groups of Student Teachers will attend one day negotiated with the school. This will be between April 9 - 12. Principals or School Coordinators are asked to inform the Faculty of Education Practicum Administrator (9351 7048) of any Student Teachers assigned to their school who fail to attend for a pre-practicum visit
At the time of the pre-practicum visits, please provide your Student Teachers with:
The purposes of the school experience component of the Faculty programs are to provide opportunities for Student Teachers to:
These purposes are achieved through:
All Student Teachers are expected to demonstrate that they possess the knowledge, skills and attitudes required to:
As they progress through their programs, they are also expected to demonstrate increased competence and growth. However, since teaching is a complex task, University programs provide for the sequential development of Student Teachers during in-school practicum activities.
All Student Teachers are expected to observe and be involved in school activities whenever they are undertaking practicum. They should also gradually come to assume a wide range of activities designed to introduce them to broader roles of teachers in schools and schools in the community. This latter expectation is particularly competent for the Year 2 Practicum.
Practice teaching is by its very nature a co-operative enterprise whereby school staff, University lecturers and Student Teachers need to work together for teacher preparation to achieve its goals. The roles and responsibilities of those involved are outlined below.
When Student Teachers are appointed to a school they come under the administrative control of the Principal and under the direction of those members of school staff to whom the Principal delegates this responsibility. The School Principal thus has a major role in the in-school experience program.
There are considerable advantages for Student Teachers if the School Principal (either personally or by nomination of an experienced member of staff as School Coordinator) can maintain a general oversight of all those Student Teachers placed in a school, ensure that they are informed and advised of school policy, and provide opportunities for some extension of their experiences beyond the classes to which they are assigned.
Principals are reminded that for legal reasons Student Teachers should not be given sole responsibility for supervising activities involving risk to pupils and are consequently asked to ensure that school staff are aware that in such circumstances the legal responsibility always remains with the teacher. For similar reasons, Student Teachers should not be asked to substitute for teachers who are absent, other than in the secondary context where they take the classes of their own Cooperating Teacher under direct supervision of another member of staff.
All Student Teachers placed in schools for Practicums have been cleared by a Police Security check as non prohibited persons.
The role of school coordination may be assumed by the Principal but experience indicates that this is a task that is best delegated to an experienced member of staff, particularly in larger schools. Responsibilities of a School Coordinator prior to and during a period of school experience include:
The Cooperating Teacher plays an extremely important role in the professional development of the Student Teacher. Responsibilities of the Cooperating Teacher include:
Cooperating Teachers should note that Student Teachers may not assume the legal responsibilities of being ‘in loco parentis’ and that consequently supervision should always be exercised.
The Tertiary Supervisor has overall responsibility in the University for the program and its organisation and for liaison with schools and Cooperating Teachers.
The Tertiary Supervisor will generally make three supervisory visits to M.Teach Student Teachers during their practicum. A supervisory visit will generally include observation of lessons being taught by the Student Teacher and discussion with both the Student Teacher and Cooperating Teacher(s). Student Teachers will be given oral and written feedback by Tertiary Supervisors following each classroom observation. Tertiary Supervisors will discuss student development and grading with Cooperating Teachers prior to the preparation of the final reports written by the Cooperating Teacher.
It is most important that Cooperating Teachers advise Tertiary Supervisors of any Student Teacher who is experiencing difficulties in her/his practicum. This should be advised to both the Tertiary Supervisor and the Student Teacher as early as possible, but at the very latest by the middle of any practicum period, so that extra support and assistance can be provided.
All Student Teachers should make themselves thoroughly familiar with the details of the practicum, including where relevant, criteria for grading. Where there is uncertainty about any details these should be taken up with the relevant Tertiary Supervisor or curriculum lecturer or the relevant Course Coordinator. A brief statement of the responsibilities of Student Teachers during a block practice teaching period follows. Student Teachers should also be familiar with any specific curriculum requirements of their own program(s).
(a) School Placements
(b) School Expectations
(c) Lesson Planning
Student Teachers must maintain a record of observation lessons. They are also encouraged to keep a journal as one means for reflecting upon their development during practicum periods.
(d) Additional Roles
Student Teachers should consult with their Cooperating Teachers concerning:
(e) Attendances and Absences
(f) Leave Procedures
(g) Jury Duty
(h) Industrial Disputes during Practice Teaching
(i) Punishment for Students
(j) Accidents to Students
(k) Photocopying
(l) Schools as Alcohol and Drug Free Sites
(m) Appeals
(n) Being asked to Leave a School
The major task of supervisors, whether Cooperating Teachers or University staff members, is to assist in the development of Student Teachers as intending professionals. Given the limited time available, the major focus has to be on their classroom teaching. So it is crucial early in any practicum period to spend time on systematic observation and feedback, in order to help student teachers develop as teachers.
Observing in the Classroom
Some important assumptions, underlie the approach to observation which is recommended in all Sydney University teacher education programs. It is assumed that all supervisors accept that teaching is complex, an endeavour about which there is still much to be learnt. There are many theories, opinions, and perspectives on effective teaching, but there is no "one right way". We assume that those supervising are themselves competent teachers who have learnt from their own experience, are interested in keeping up with educational developments, and can observe and analyse teaching.
In the early stages of a practicum period, Cooperating Teachers will help the Student Teacher become oriented to the school and/or department, and to the important procedures and policies of which he or she needs to be aware. Also, they will be willing to allow themselves to be observed in action in the classroom, teaching the classes that the Student Teacher will be taking. In broad terms, it is important to work out what is to be covered in lessons during the practicum period. It is left to the school to prescribe the content, but Cooperating Teachers are asked to allow their Student Teachers freedom to try out different ways of teaching.
Student Teachers as indicated already are required to plan their lessons carefully. Cooperating Teachers should discuss planning and preparation with each individual they work with, especially in terms of what can be attempted in any lesson, what activities work well with the pupils, and what helps a particular group to learn. However, Student Teachers will learn most from putting their plans into action, from their own attempts at teaching, and from careful observation and systematic feedback about their efforts. What follows is a summary of the key ideas from C.Turney et al., (1982) Supervisor Development Programs: Role Handbook, Sydney University Press, in which the authors developed a cyclic model of the supervisory process.
Three phases are outlined, running parallel with the typical teaching cycle of PLAN/TEACH/FOLLOW-UP. As stated above, before the Student Teacher attempts to teach, careful planning and preparation must take place, and after lessons have been taught, assessment of learning outcomes and reflective evaluation occur.
Before observation takes place, there should be some discussion of what the Student Teacher is intending to teach, so that agreement can be reached about what will be focused upon as the lesson is observed. Then during the lesson the person supervising will focus upon the Student Teacher, the pupils, and the interaction between them. After the teaching is completed, the Student Teacher and observer will discuss what took place, the supervisor helping him or her to recall specific aspects of the lesson, analyse the information gathered, in particular about the points for focus, and then interpret what occurred in terms of goals for improvement and alternatives to try out in teaching.
The specific details of each of these phases, PRE-OBSERVATION, OBSERVATION AND FEEDBACK, are set out in summary form in the following diagram, and more fully in each of the sections which follow. It is recommended that before providing feedback, supervisors take a few minutes to look over the information they have gathered about the lesson, in order to select what must be given priority in the coming feedback discussion.
Pre-Observation
Before observing a student in action, the supervisor needs to determine just which aspects of classroom teaching are to be the focus.
A crucial point here is the need to take some time before the lesson which will be observed to discuss teaching plans, including the goals for pupil learning. As well, normally the Student Teacher will also have some concerns and priorities which should be taken into account. Several specific points about teaching should be agreed upon as the focus for observation. Cooperating Teachers will find the Lesson Observation/Feedback Guide useful for deciding just which aspects of teaching ought to be focused upon.
Observation
During teaching, the supervisor aims to record clearly what goes on, gathering information especially about the points agreed upon for focus.
An important issue at this stage is for the Supervisor to be as unobtrusive as possible, avoiding interruption to the lesson and concentrating on gathering data for follow-up discussion. The information collected should be as specific as possible ie particular examples, actual questions, number of responding moves, rather than sweeping generalised statements.
Before the follow-up discussion, the Supervisor needs to analyse the data gathered and decide on some priorities for the coming feedback session.
A key principle here is to be selective. Student Teachers have much to learn about teaching, but can only take in a limited number of points about their own efforts. Important issues which arise in the course of a lesson have to be balanced against the agreed points for focus. Just how much the individual can cope with at their present stage of development must also be taken into account.
Feedback
During the follow-up discussion, the supervisor:
Points which are emphasised as important for this phase include the need for reasonably immediate follow-up with a fair period of time given to analysing the data gathered during observation. The supervisor needs to start with positive and specific comments about the Student Teacher’s efforts. This helps set the tone of a feedback session, and also aids recall of specifics in the lesson. Then the information should be analysed by both working together, trying to discern patterns, and to make sense of what has been collected during an observation. Certain areas of teaching will be noted as in need of further attention. It is important that those who supervise are able to offer helpful suggestions about alternatives which could be tried out.
It is implicit in this model of supervision that there will be lessons where the Student Teacher works alone, attempting to try out what has been suggested, and to overcome difficulties faced in teaching. For development to take place, it will be necessary for the cycle outlined above to occur a number of times. Growth in specific aspects of teaching will be evident as a picture emerges of the Student Teacher’s progress over a period.
It is worth underlining again that the prime purpose of supervision during practicum is to assist Student Teachers in their development as teachers. Strengths and weaknesses need to be identified and strategies for improvements planned and implemented. It follows that assessment will come later in a practicum period, and only after opportunities have been provided for growth in teaching competence. During the period set aside for evaluation, the Supervisor will need to gather as much reliable information as possible about the Student Teacher’s development.
In this section, the distinctive approach taken to assessing development during the practicum will be outlined. It is important that these principles of assessment and the criteria be understood by all participants. Cooperating Teachers, Tertiary Supervisors and Student Teachers should discuss the procedures involved in assessing and reporting on progress, in order to ensure there is a common agreement about what is involved.
First, although there are differing styles and emphases, in each of our Teacher Education programs assessment is based on criteria referencing.
Second, the focus of our concerns as teacher educators for Student Teachers’ work in the classroom is upon three key areas of teaching, namely Planning and Preparation, Teacher-Pupil Interaction, and Professional Autonomy. The last is difficult to define, but has to do with the personal attributes of an individual which contribute to a distinctive style of teaching and to a growing capacity for self-evaluation, along with that person’s commitment and adjustment as an intending teacher.
Third, within each of the key areas, some specific aspects emerge as widely agreed upon, although each receives differing emphasis according to program, age level of pupils, or location of schools. Any approach to evaluation rests upon reaching shared understanding among tertiary staff, teachers and student teachers regarding these aspects of teaching.
Fourth, specifics in each of the three areas provide a basis for establishing the criteria by which judgements can be made on an agreed upon scale. The following summary sets out agreement on a number of aspects which are considered to be important in teaching:
1. Planning and Preparation
2 Teacher-Pupil Interaction
3 Professional Autonomy
A final report is required from the Cooperating Teacher for each Student Teacher supervised. The final report should be discussed with the Student Teacher and should be the outcome of discussions with the Tertiary Supervisor and Student Teacher based upon the relevant criteria specified in the previous section. The report should summarise material discussed by the Cooperating Teacher with the Student Teacher during the practice, and apart from conclusions should contain no new material. It should be factual rather than inferential in nature though naturally some conclusions will be drawn from the facts presented. The way the report is written should support the result of assessment that is to be recommended and where possible incorporate the actual words of the relevant criteria. The report should be addressed to the student.
A copy of the Practicum Report Form can be downloaded from the internet and used to write up the report (click here).
Student Teachers who have been assessed as Unsatisfactory in the course of a practicum may be excluded from opportunities for further practice teaching or entry to schools on any of the following grounds:
Any student Teacher who is enrolled in a Practicum course unit and who fails to complete it without prior permission from the Course Coordinator will receive a result of Absent/Fail.
Outcomes expected to be achieved in the Master of Teaching practicums are set out on the form "Expected Teaching Outcomes" in the Practicum handbook. The outcomes for Practicum 1 (August/September of Year 1) are set out on Form 1 and those for Practicum 2 (May in year 2) are provided in Form 2.
Each form is expected to be completed twice during the relevant practicum period once at the end of week 2 and again at the end of week 4/or 5.
The outcomes are based on the five areas identified in the 1995 statement from the NSW Ministerial Advisory Council on Teacher Education and Quality in Teaching (MACTEQT), "Attributes for Beginning Teachers".
PRACTICUM 1 - AUGUST/ SEPTEMBER - Year 1
In Practicum 1, student teachers are judged as SATISFACTORY or UNSATISFACTORY on the basis of their teaching performance against the outcomes of Form 1. Student Teachers judged to be SATISFACTORY should demonstrate achievement of each of the outcomes listed.
In considering the outcomes of Practicum I it should be remembered that this is the first practicum for student teachers. The focus of expected outcomes in this practicum is on the teacher in the classroom. More complex outcomes dealing with the teacher in the school and community will be expected in Practicum 2 and the Internship in the second year of the MTeach.
PRACTICUM 2 – APRIL/MAY - Year 2
In Practicum 2, student teachers are judged as SATISFACTORY or UNSATISFACTORY on the basis of their teaching performance against the outcomes of Form 2. Student teachers judged to be SATISFACTORY should demonstrate achievement of each of the outcomes listed.
While the checklist of Expected Teaching Outcomes provides the opportunity to differentiate Student Teachers according to the degree to which they achieved each outcome, comments forming the written Practicum Report will provide evidence of both the degree to which outcomes have been achieved as well as the level of consistency of achievement of the outcomes.