Professional Experience reports

In each Professional Experience, pre-service teachers will be evaluated on their active involvement in the Professional Experience. In order to obtain an overall 'satisfactory' level for this unit, the pre-service teacher must successfully fulfil all requirements of the unit.

Lesson plans, observations and implementation will be completed to the satisfaction of the supervising teacher in consultation with the site coordinator and the university supervisor, and in line with the course progression.

The Interim Report

  • The Interim Report is to be completed and discussed by the supervising teacher with the pre-service teacher at the halfway point of the Professional Experience. This is vital for feedback and scaffolding of improvement in the pre-service teacher's work.
  • The discussion of the report should provide an honest appraisal of their abilities, indicating areas of strengths and weaknesses. A text response box is provided for supervising teacher comments. Explicit description of the pre-service teacher's strengths and weaknesses, and suggestions for improvement are useful to assist in their development.
  • The discussion should also provide the pre-service teacher with an opportunity to express any concerns or issues being experienced.
  • The 'developing adequately' column in the interim report can be used as a means of highlighting areas that need further work.
  • The interim report aligns with the final report. If an assessable aspect of the Professional Experience has not yet been observed at the interim period, please leave this section ungraded and discuss with the pre-service teacher the opportunities to develop this skill over the coming weeks and the expected standard of performance.
  • The pre-service teacher should be given a copy of the interim report.
  • If any of the Overall Assessment sections of the report are graded as 'not developing adequately', the report is graded as 'At risk of failure'. It is possible, however, for a pre-service teacher to be allocated one criterion as 'not developing adequately' in an area but still receive 'developing adequately' as the overall assessment for that area.

If a pre-service teacher is not developing adequately for their stage of development in any aspect of their performance, an At Risk form should be completed and an Action Plan for improvement developed.

Interim report forms

Please note that the Final Professional Experience Recommendations report, as endorsed by all school sectors in Queensland, will be used for EDB014, EDB024, EDB034, EDP422, EDP432, EDP442 as of Semester 2, 2015.

Professional Experience interim report forms can be downloaded from the links below. These forms are also available through the Professional Experience Office on request.

The interim reports for semester two will be available shortly.

Bachelor of Education

Early Childhood

ED92 (phasing out)

ED39 (commenced 2014)

Primary

ED91 (phasing out)

ED49 (commenced 2014)

Secondary

ED90 (phasing out)

ED59 (commenced 2014)

Graduate Diploma

Senior Years

Master of Teaching

Early Childhood

EU30

Primary

EU40

 

No more report forms

Preservice teachers at risk

If a Preservice Teacher is identified as being "at risk", then a Student Action Plan must be activated. The Student Action Plan is a developmental process for use by schools/sites with Preservice Teachers who are experiencing difficulty moving towards satisfactory achievement of the professional experience placement. It identifies: Areas for Development; Suggested Strategies; and Review and Reflection.

The Student Action Plan identifies areas where the Preservice Teacher needs to improve to ensure successful completion of Professional Experience. The plan details specific strategies that the Preservice Teacher needs to implement in his/her professional practice or aspects of professional conduct.

To be of most value, a Student Action Plan needs to be initiated early in the field placement, ideally before or at the same time as the Interim Report to allow the Preservice Teacher time to change practice or to adopt new strategies. A Student Action Plan can, however, be activated at any time during a placement. If a Preservice Teacher is notified on the Interim Report that they are at risk of failing the placement, then an Action Plan needs to be developed.

The Supervising Teacher activates the Student Action Plan:

  • as soon as it is decided that a Preservice Teacher's progress, performance or professionalism is of concern (which may be at any time during the placement); or,
  • at the interim stage, if the pre-service teacher is graded as 'Not developing adequately' on any standard or 'At Risk of failure' on the Interim Report.

The Supervising Teacher outlines the Areas for Development and Suggested Strategies on the Student Action Plan in consultation with the Preservice Teacher, Site Coordinator, and where possible, the University Supervisor and/or Unit Coordinator. An end date is nominated for a review meeting between the Supervising Teacher and the Preservice Teacher to discuss progress and determine outcomes. The Supervising Teacher then sends the Student Action Plan by e-mail to the University Supervisor and QUT Professional Experience Office (peo@qut.edu.au) as soon as the process has been initiated.

Prior to the review date to determine progress, the Preservice Teacher completes the final column of the Action Plan, viz., Review and Reflection, stating how he/she believes each identified Area for Development has been addressed. During the review meeting, the Supervising Teacher will determine if the Preservice Teacher has shown satisfactory improvement in the identified area/s.

If satisfactory, the Preservice Teacher will continue with the Professional Experience placement. If not satisfactory, this will be reflected in the Final Report where the Preservice Teacher will receive a failing grade on the field placement.

Student action plan

The Final Report

  • The final Professional Experience Report should be completed and discussed by the supervising teacher and pre-service teacher on the last day of the Professional Experience. One copy of the report is kept at the site, another provided to the pre-service teacher, and a third forwarded to the Professional Experience Office.
  • In the final report, the supervising teacher will rate the pre-service teacher according to his/her capacity to proceed to the next Professional Experience. Supervising teachers are asked to rate each criterion as 'not developing adequately', 'developing adequately' or 'well developed'. It is important that a response is made for each of the criteria. The form also needs an overall response to each section.
  • Please note that in order for a pre-service teacher to achieve a 'satisfactory' assessment for a report, they must not receive 'not developing adequately' in any of the Overall Assessment sections. It is possible, however, for a pre-service teacher to be allocated one criterion as 'not developing adequately' in an area but still receive 'developing adequately' as the overall assessment for that area.
  • A text response box is provided for supervising teacher comments. While all areas of the report are important, pre-service teachers usually value this component most of all.
  • The final section of the report records the results of the pre-service teacher's Professional Experience.
  • It is essential that the supervising teacher responds to both components:
    • The Professional Experience progress
    • The completion of the required number of Professional Experience days.
  • The Professional Experience progress is reported on a graduated scale. The supervising teacher needs to select a box that relates to their rating of the pre-service teacher according to the criteria of the Professional Experience.
  • The completion of Professional Experience days also needs to be recorded before the report is signed off. If a supervising teacher cannot complete all of these components, it is essential that the Professional Experience Office is contacted in order to facilitate finalisation of the report.
  • The site coordinator is responsible for signing off this final report for each pre-service teacher.

QUT pre-service teachers understand that it is their responsibility to ensure that the final report is signed and completed on the correct form. The completed final report must be submitted on BlackBoard, and additional copies kept by the site and pre-service teacher.

Final report forms

Professional experience final report forms can be downloaded from the links below. These forms are also available through the Professional Experience Office on request.

Please note that the Final Professional Experience Recommendations report, as endorsed by all school sectors in Queensland, will be used for EDB014, EDB024, EDB034, EDP422, EDP432, EDP442 as of Semester 2, 2015.

The final reports for semester two will be available shortly.

Bachelor of Education

Early Childhood

ED92 (phasing out)

ED39 (commenced 2014)

Primary

ED91 (phasing out)

ED49 (commenced 2014)

Secondary

ED90 (phasing out)

ED59 (commenced 2014)

Graduate Diploma

Senior Years

Master of Teaching

Early Childhood

EU30

Primary

EU40

Master of Education

Early Childhood Teaching

ED79/EU70

 

 

Contacts

Professional Experience Office

Telephone: +61 7 3138 3467
Fax: +61 7 3138 3049
Email: peo@qut.edu.au

Level 3, Room 343A, B Block
Faculty of Education
Queensland University of Technology
Victoria Park Road
Kelvin Grove, 4059
Australia

Connect to QUT Education Professional Experience Facebook